Effectiveness of learning objects in various instructional settings

Nurmi, Sami; Jaakkola, Tomi

doi:10.1080/17439880600893283

Cited by 42 publications

(63 citation statements)

References 10 publications

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“…Increased use of learning objects in the K-12 domain (e.g., Brush & Saye, 2001;Clarke & Bowe, 2006a, 2006bKay & Knaack, 2005;Liu & Bera, 2005;Lopez-Morteo & Lopez, 2007;Nurmi & Jaakkola, 2006) demands that the focus of investigation shift, at least in part, to the needs of middle and secondary school students. The current literature review will focus on three key areas: the potential of learning objects as an effective educational tool in secondary school classrooms, the proposed pedagogical benefits of learning objects, and research on the use of learning objects in K-12 mathematics classrooms to date.…”

Section: Overviewmentioning

confidence: 99%

“…It is hypothesized that effective learning objects (a) require students to construct and manipulate information (Akpinar & Bal, 2006;Baser, 2005;Nurmi & Jaakkola, 2006), (b) provide rich feedback and interactive illustrations (Akpinar & Bal, 2006), (c) help students understand abstract ideas with concrete representations (Akpinar & Bal, 2006;Reimer & Moyer, 2005) and (d) support key student weaknesses like limited working memory, difficulty in retrieving long term memory, and ineffective cognitive strategies (Liu & Bera, 2005).…”

Section: Pedagogical Benefits Of Learning Objectsmentioning

confidence: 99%

“…In addition, it is emphasized that instructional strategies supporting the use of learning objects are critical for success, regardless of the quality of the learning object selected (Akpinar & Bal, 2006;Clarke & Bowe, 2006a;Nurmi & Jaakkola, 2006;Reimer & Moyer, 2005). A judicious mix of instruction, exploration, practice, and reflections is ideal (Nurmi & Jaakkola, 2006).…”

Section: Pedagogical Benefits Of Learning Objectsmentioning

confidence: 99%

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Investigating the Use of Learning Objects for Secondary School Mathematics

Kay¹,

Knaack²

2008

IJELL

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Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. T eacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. T eacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies.

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Section: Overviewmentioning

confidence: 99%

Section: Pedagogical Benefits Of Learning Objectsmentioning

confidence: 99%

Section: Pedagogical Benefits Of Learning Objectsmentioning

confidence: 99%

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Investigating the Use of Learning Objects for Secondary School Mathematics

Kay¹,

Knaack²

2008

IJELL

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“…Öğrenme nesnelerinin yükseköğretim ortamlarındaki öğrenme ve öğretme sürecine olumlu katkılarını gösteren bazı çalışmalar bulunmaktadır (Bradley ve Boyle, 2004;Cochrane, 2005;Lim, Lee ve Richards 2006;Santally ve Alain, 2006;Schoner, Buzza, Harrigan ve Strampel, 2005). Öğrenme nesnelerinin orta (Akpinar ve Bal, 2006;Liu ve Bera, 2005;Nurmi ve Jaakkola, 2006) ve ilköğretim fen bilgisi sınıflarında (Kay, 2012;Kay ve Knaack, 2007a, 2007bLowe, Schibeci, Cummings, Phillips ve Lake, 2010) kullanımı üzerine çok az çalışma yayınlanmıştır. Fakat öğrenme nesnelerinin ilköğretim öğrencilerinin akademik başarıları üzerine etkisini inceleyen sistematik araştırmalar çok sınırlıdır (Yarar-Kaptan ve Şeyihoğlu, 2011).…”

Section: Introductionunclassified

Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability

Gürer¹,

Yıldırım²

2014

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“…teachers, instructional designers, material producers, and learners) can access and employ in various contexts according to their needs, can, in principle, bring economy and variety into the educational process (Nurmi & Jaakkola, 2006a). However, although LOs can provide stimulating opportunities to improve educational practices, to extend…”

Section: Introductionmentioning

confidence: 99%

Validation of a Learning Object Review Instrument: Relationship between Ratings of Learning Objects and Actual Learning Outcomes

Akpınar

2008

IJELL

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Growing interest in learning objects (LOs) as a means of developing learning materials is leading to mainline LO evaluation methodologies using review instruments, such as evaluation rubrics, to suit various practical purposes. Such evaluation tools give evidence about the design and the value of the LOs, and studies performed with actual users can provide data against which these expectations of the effects of LOs on student achievements in practice can be set. This study presents a validation of a learning object review instrument (LORI) with student users (n=507) of twenty-four LOs used in K-12 environments. T he data collected through pre-and post-tests, teachers' and students' usability questionnaires, and the LORI revealed some interactions between those variables. However, the LORI ratings, and the usability assessments did not correlate with the learning gains of students. Some implications of these findings are discussed.Keywords: Learning objects, learning outcome, LORI, validation. IntroductionTo meet diverse learning needs and to improve student learning, a variety of resources, often including digital media, are developed where the combination of the media and methods of use change with context and try to take account of student differences. New technologies have emerged to assist these objectives, and one method of designing and presenting computer based educational materials is that of learning objects (LOs), usually defined as any digital resource that can be reused to support learning (Wiley, 2000). Examples of such digital resources that can be employed within instructional materials include images or photos, live data feeds, live or prerecorded video or audio snippets, text, animations, and web-delivered applications such as a Java applet, a blog, or a web page combining text, images and other media. Thus LO approaches can be wide-ranging and offer new possibilities to access and reuse online materials (Wiley, 2005).Online repositories storing large numbers of LOs, which different user groups (e.g. teachers, instructional designers, material producers, and learners) can access and employ in various contexts according to their needs, can, in principle, bring economy and variety into the educational process (Nurmi & Jaakkola, 2006a). However, although LOs can provide stimulating opportunities to improve educational practices, to extendMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublish...

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Effectiveness of learning objects in various instructional settings

Cited by 42 publications

References 10 publications

Investigating the Use of Learning Objects for Secondary School Mathematics

Investigating the Use of Learning Objects for Secondary School Mathematics

Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability

Validation of a Learning Object Review Instrument: Relationship between Ratings of Learning Objects and Actual Learning Outcomes

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