Evaluation Of Learning Objects Research Articles

Performance Evaluation of Reusable Learning Objects in e-Learning System-A Blended Approach to Make-Learning to Work

Performance Evaluation of Reusable Learning Objects in e-Learning System-A Blended Approach to Make-Learning to Work

Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S)

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.

Evaluation of Learning Objects from the User's Perspective: The Case of the EURIDICE Service

Evaluation of Learning Objects from the User's Perspective: The Case of the EURIDICE Service

A Systematic Evaluation of Learning Objects for Secondary School Students

Empirical research evaluating the effectiveness of learning objects is noticeably absent. No formal research has been done on the use of learning objects in secondary schools. The purpose of this study was to evaluate the use of learning objects by high school students. The evaluation metric used to assess benefits and quality of learning objects was theoretically sound, reliable, and partially validated. Overall, two-thirds of the students stated they benefitted from using learning objects. Students benefitted more if they were comfortable with computers, the learning object had a well organized layout, the instructions were clear, and the theme was fun or motivating. Students appreciated the motivational, interactive, visual qualities of the learning objects most. Computer comfort was significantly correlated with learning object quality and benefit. Younger students appeared to have less positive experiences than their older counterparts. There were no gender differences in perceived benefit or quality of learning objects, with one exception. Females emphasized the quality of help features significantly more than males.

Evaluating the learning in learning objects

A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over‐reliance on informal descriptive data, a tendency to embrace general impressions of learning objects rather than focusing on specific design features, the use of formative or summative evaluation, but not both, and testing on small, vaguely described sample populations using a limited number of learning objects. This study explored a learning‐based approach for evaluating learning objects using a large, diverse, sample of secondary school students. The soundness of this approach was supported by estimates of reliability and validity, using formal statistics where applicable, incorporating both formative and summative evaluations, examining specific learning objects features based on instructional design research, and testing of a range of learning objects. The learning‐based evaluation tool produced useful and detailed information for educators, designers and researchers about the impact of learning objects in the classroom.

An evaluation of European learning objects in use

Most studies on reusable digital learning materials, learning objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This paper provides evidence from an evaluation of the use of LOs in schools. The evidence is from a European Union‐funded project, Context eLearning with Broadband Technologies (CELEBRATE), involving 500 schools in six countries across Europe, in a pilot to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This paper reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal and semi‐structured interviews in 40 schools in all six countries.

Guidelines and Standards for the Development of Fully Online Learning Objects

The transition from face to face learning to the delivery of instruction through re-usable online learning objects has been shown by Salas and Ellis (2006) to be not only effective but have benefits to students, instructors, and administrators. Course websites are learning objects that when used in conjunction with sound pedagogy, learning outcomes, and content can support traditional, authentic, and alternative learning and assessment protocols (Bennett, 2002). The adoption of standards and guidelines for the design and evaluation of learning objects is an important means of quality assurance (Friesen, 2005; Krauss & Ally, 2005; Valarmis & Apostolakis, 2006) that supports the communication of meaningful feedback to instructional designers for product improvement (Krauss & Ally, 2005). In order to ensure that learning objects that support fully online instruction are well developed, a set of standards has been developed by the Office of Instructional Technology at the University of Maryland Eastern Shore that are supported by an evaluation rubric. The goal of this paper is to encourage the establishment of guidelines and a method for evaluating e-learning quality by providing a model that can be adapted and adopted by interested institutions.

Evaluating Learning Objects Across Boundaries

Learning object repositories and evaluation tools have the potential to serve as sites for interaction among different cultures and communities of practice. This article outlines Web-based learning object evaluation tools that we have developed, describes our current efforts to extend those tools to a wider range of user communities, and considers methods for fostering interaction among user communities. We discuss the recommendation of objects across community boundaries and approaches to mapping between languages, ontologies, and work practices.

A Convergent Participation Model for Evaluation of Learning Objects

The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers) converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1) aid for searching and selecting, (2) guidance for use, (3) formative evaluation, (4) influence on design practices, (5) professional development and student learning, (6) community building, (7) social recognition, and (8) economic exchange.

La Contextualisation Des Banques de Ressources: Barrières et Clés

When developing learning resource banks for telearning, it is important to recognize known barriers to the re-use of learning objects and some possible solutions. First, in order that the resources be reused, they must have been created in a modular fashion, separating the resources from their intended context, storing separately the documents and their use in scenarios, or in the case of executable code in autonomous segments. Next, in order to promote the gradual exploration, understanding, evaluation and choice of learning objects, it is important to link the resources not only with metadata, but also explicit documentation on the theoretical and practical aspects of their use, as well as any relevant evaluation material. Finally, if we really want these resource banks to hold this rich ancillary information, we need to build tools that support this contextualization and the activities of all the actors in the telelearning environment from conception, through development and use.

Evaluating women's health and gender

Current medical education objectives rarely address the context of women's health and gender. Some educators may serendipitously focus on, for example, the effect of powerlessness or sex role stereotypes on health; however, more systematic teaching is needed. The adoption and evaluation of explicit learning objectives addressing behaviors and context by licensing bodies and medical schools will increase graduates' understanding of the determinants of women's health. We identify important educational objectives and evaluation techniques and strategies for their integration. (Am J Obstet Gynecol 2002;187:S22-4.)

The diary as a formative teaching and learning aid incorporating means of evaluation and renegotiation of clinical learning objectives

This paper discusses the development of the diary as a learning and teaching aid within a post-basic RMN course and outlines the professional, organisational and student needs it was required to meet. Although nurse education is making positive moves towards independent learning in its various shapes and forms, it is suggested that there presently exists a need to formulate a tool to facilitate this process for the teacher, student and clinical supervisor. Whilst it would appear that the benefits to the student by this method allow a more ‘process-orientated’ approach to learning, it is acknowledged that the relationship between independent learning and the context of nurse education is still young, therefore a prominent area for future research. Although its primary function would be as a teaching and learning aid, it is hoped that it also could be used to obtain qualitative data to study the phenomena of ‘process’ learning within a practice discipline, through use of a Grounded Theory methodology.

Book Review

Books reviewed in this article:Report of a WHO Study Group: Criteria for the evaluation of learning objectives in the education of health personnel.

Criteria for the Evaluation of Learning Objectives in the Education of Health Personnel

Journal Article Criteria for the Evaluation of Learning Objectives in the Education of Health Personnel Get access Criteria for the Evaluation of Learning Objectives in the Education of Health Personnel, Report of a WHO Study Group. Published by the World Health Organization, 1977. Available in the U.S. from WHO Publications Centre USA, 9 Sheridan Ave., Albany, NY 12210. 47 p. Price $2.40. American Journal of Hospital Pharmacy, Volume 35, Issue 4, 1 April 1978, Pages 467–474, https://doi.org/10.1093/ajhp/35.4.467 Published: 01 April 1978

Criteria for the Evaluation of learning Objectives in the Education of Health Personnel

Criteria for the Evaluation of learning Objectives in the Education of Health Personnel

Learning objects management and evaluatio in an e-learning environment

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.