Application Of Learning Objects Research Articles

Competency-Based Arabic Language Learning In Madrasah Aliyah/ تعلم اللغة العربية القائم على الكفاءة فى المدرسة الثانوية

The role of learning competencies is as a reference for students' acting, behavioral, and thinking skills. The purpose of learning is as a reference to determine the type of material, strategies, methods, and media that will be used in the learning process. Learning Arabic aims at fostering language skills. On the other hand, there is a gap between theory and practice in its competency design and learning objectives. In this study, data collection techniques are based on interviews, observations and documentation that refer to a phenomenological qualitative approach. The findings indicate that there are disadvantages from its implementation including: First, the lack of harmony between the elements of competence and the competencies applied. Second, the lack of achievement of learning objectives due to the formulation of learning objectives and the application of learning objectives that are not in accordance with the theory of learning objectives. The design of competencies and the objectives of Arabic language learning will be achieved if the design and objectives of learning Arabic are in accordance with the basic philosophical formulation of competency designs and the objectives of Arabic language learning

Scratch-based learning objects for novice programmers: exploring quality aspects and perceptions for primary education

ABSTRACT Learning computer programming can be challenging for primary school students due to its abstract concepts. While teachers seek effective ways to introduce such concepts, the application of learning objects (LOs) can potentially reduce the effort of creating new material from and allows teachers to adapt LOs to students’ needs. Although numerous LOs have been developed for multiple disciplines, there is a current research gap using LOs in teaching and learning computer programming at the primary school level. The current paper aims to explore the quality of five Scratch-based LOs created to facilitate teaching and learning programming in primary education. We followed a single instrumental case study collecting data from 25 in-service teachers and 91 primary school students, who, using the LORI instrument, evaluated Scratch-based LOs created in real learning contexts. The results showed that participants assessed the LOs’ quality positively, highlighted their learning effectiveness, pleasant design, and increase in student motivation. While the findings cannot be generalized, the LOs can serve as support material both for teachers to introduce programming, and for students to comprehend key programming concepts. Future work concerns the exploration of the LOs affordability when applied in real situations.

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

Learning objects originated from the object oriented approach in computer science and defined as “any digital resource that can be reused to support learning” (Wiley, 2001), and they are also used in learning and teaching environments. However, literature on learning objects focus on their technical characteristics and metadata. Research on the effects of learning objects on teaching-learning environments especially in social studies lessons is scarce. So, this study examines the effectiveness of learning objects in 6th grade social studies lesson in order to fill the gap between the theory and application of learning objects. The study was pretest-posttest control-treatment group quasi experimental study and was implemented in a primary school in Bolu with 137 students in 6th grade during 24 lesson hours in 8 weeks. At the end of the study, the learning objects developed for the study were evaluated by the students through Learning Object Evaluation Scale (LOES). The findings showed that when learning objects were used with teacher’s guidance, academic achievement of students was higher than their achievement in traditional teaching environments. Further investigation revealed that students found LOs beneficial for their learning, highly engaging and well designed.