To view the full text of this article...

A Formative Analysis of Instructional Strategies for Using Learning Objects

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Kay, R., Knaack, L. & Muirhead, B. (2009). A Formative Analysis of Instructional Strategies for Using Learning Objects. Journal of Interactive Learning Research, 20(3), 295-315. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26233.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 20, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Robin Kay, Liesel Knaack, Bill Muirhead, University of Ontario Institute of Technology, Canada

Abstract

To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a learning object, integration strategies, and time spent using a learning object. A small, but significant, correlation was observed between preparation time and student attitudes toward learning objects. When the purpose of using a learning object was to introduce a concept before a formal lesson, motivate students, or teach a new concept, student attitudes and performance were significantly higher. On the other hand, choosing to use a learning object after a formal lesson or to review a concept resulted in significantly lower student attitudes and performance. Regarding integration strategies, providing a guiding set of questions was associated with more positive student attitudes and increased performance, whereas allowing students to explore on their own (without direction) and class discussion after use led to significantly lower student attitudes and performance. Finally, time spent using learning objects was inversely correlated with student attitudes and performance. It is reasonable to conclude that decisions about instructional wrap had a significant impact on the effectiveness of learning objects in a secondary school environment.

Keywords

• Secondary Education
• Mathematics
• Sciences
• Educational Technology
• Instructional Design
• Instructional Materials
• Learning Objects
• Learning Outcomes
• Teaching Methods

Also Read

• Research Highlights in Technology and Teacher Education 2009
• The Connected Learning Space
• Learning Objects in Context
• A Special Passage Through Asia E-Learning
• Usage Analysis in Learning Systems
• Supporting E-Learning with Technologies for Electronic Documents
• Research Highlights in Technology and Teacher Education 2010
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Strategies for teacher professional development on TPACK, Part 2
• The International Handbook Summit Call to Action for Learning with Technology in the 21st Century

Tags