Effectiveness Of Learning Objects Research Articles

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.

The Gain-Loss Model: Bias of the Parameter Estimates

Abstract The gain-loss model is a formal model developed within Knowledge Space Theory. It consists of five parameters (initial probabilities of the skills, effects of learning objects on gaining and losing skills, careless error and lucky guess probabilities of the items) that are estimated by maximum likelihood. Three simulation studies show that high values of both initial and final probabilities of an item lead to a systematic overestimation of the lucky guess parameter of that item. A re-parameterization of the model is proposed, in which a joint probability of lucky guess is introduced.

Comprehensive Evaluation of Learning Objects-Enriched Instructional Environments in Science Classes

Although there are many studies focusing on usefulness of learning objects, only a few studies investigated possible effects of learning objects at the middle-school level. Thus, the purpose of this study is to examine the effects of learning objects-enriched instructional settings on 7th grade students’ achievements, retentions, attitudes, and motivations in the science class as well as their perceptions towards the course. Learning objects regarding the unit of structure and features of matter were placed into the Learning Management System, Moodle, which was accessible by science teachers of the participants. Almost all subjects pointed out that they preferred such teaching method hereafter because of its positive effects on their learning and remembering. The interactive and challenging learning objects, particularly the ones containing games, simulations, and questions, were identified as more beneficial by both teachers and students.

Assessing learning processes with the gain-loss model

Within the framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the interaction between his competence state and the effect of a learning object on specific skills. Model parameters are initial probabilities of the skills, effects of learning objects on gaining and losing the skills, careless error, and lucky guess probabilities of the problems. A simulation study assessed model identifiability and goodness-of-recovery under several conditions. Practical implications of using the model are discussed, and the MATLAB code for simulating, estimating and testing it is available in the Psychonomic Society supplemental archive.

Matching Up Learning Styles with Learning Objects: What's Effective?

ABSTRACT Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students’ perspectives. The findings may be useful for future modifications of these tools (e.g., tutorials, videos, podcasts, and PowerPoints).

The Gain‐Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge domain. Model parameters are initial probabilities of the skills, effects of learning objects on gaining and losing the skills, and careless error and lucky guess probabilities of the problems. An empirical application shows that the model is effective in assessing knowledge and effectiveness of educational intervention at both classroom and student levels. Practical implications for teaching and learning are discussed.

A formative analysis of individual differences in the effectiveness of learning objects in secondary school

The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected.

Effectiveness of learning objects in various instructional settings

Learning objects (LOs), generally understood as digital learning resources shared and accessed through the Internet and reused in multiple learning contexts, have aroused enthusiasm in the field of educational technology. Although LOs offer many possibilities to change educational practices, there is a lack of empirical evidence on the effectiveness and usefulness of LOs. This paper reports results from three studies on effectiveness of LOs in various instructional settings. According to the results, there exists interaction between the effectiveness of LOs and various instructional arrangements. In order to be effective LOs require carefully designed learning environments and instructional arrangements. LOs themselves do not guarantee high‐quality learning performance and meaningful learning activities. It is the context of use together with instructional arrangements that defines the pedagogical value of LOs.

Principles of Sustainable Learning Object Libraries

As the effectiveness of learning objects in enhancing education becomes better understood, it will be critical to more fully develop the predictive characteristics of learning object usage by diverse instructors and their long-term sustainability in learning object repositories. Additionally, the advancement of scholarship in these endeavors – a critical factor for faculty to consider – has frequently been overlooked. In this paper we explore these issues by examining the technical and human aspects of The Library of Crop Technology (http://croptechnology.unl.edu) and other repository models. While studies have been conducted to research the impacts of animations on student learning, teacher perceptions of such learning objects have not been examined. An online survey instrument was created and sent to those who had downloaded animations from the Library of Crop Technology. Data collected indicated that educational, animated, learning objects are an effective and sustainable means of meeting a wide array of educator needs. This study identified a template of science content, organization, creation of interest in the topic, visual appeal, effectiveness for teaching a topic, and ease of use as being important to the overall teacher perception of the learning object’s quality. The very positive evaluation received from the users, coupled with their indication of returning to the site multiple times and recommending it to their colleagues, further suggests that the public repository is a model to continue pursuing. An important, but often overlooked, concept in the development of repositories is the dynamics of long term sustainability and scholarly contributions. A second study researched team development and institutional commitments which play a role in the long term stability of this learning object repository. A model integrating team development, institutional commitments, learning object development and scholarship recognition is proposed.