Web-based Learning Objects Research Articles

E-learning for introductory Computer Science concept on recursion applying two types of feedback methods in the learning assessment

Purpose The purpose of this paper is to develop a web-based interactive learning object (ILO) of introductory Computer Science (CS) concept on recursion and compare two feedback methods in the learning assessment part. Design/methodology/approach Test driven development (TDD) approach was used to develop ILO. The authors adapted Multimedia Educational Resource for Learning and Online Teaching (MERLOT) standard instrument to evaluate ILO’s effectiveness as an e-learning tool. Three respondents, from a list of pre-identified prospective evaluators, were randomly chosen and served as raters for MERLOT, while 32 student-respondents coming from first-year Math and CS undergraduate majors were randomly assigned to each ILO version implementing either one of the two feedback methods. Findings ILO obtained mean ratings above 4 (in scale 1-5) in three MERLOT criteria, namely, potential effectiveness as teaching tool, ease of use, and quality of content, which is rated highest (mean=4.40, SD=0.53). The study also revealed that immediate feedback increases retention while delayed feedback improves generating new knowledge. Respondents who viewed the ILO implementing immediate feedback in their first session had statistically significantly higher scores (mean=8.25, SD=0.80) than those who viewed with delayed feedback (mean=7.63, SD=0.89). In their second session, the same observation was noted although with higher mean scores. These results give evidence that the developed ILO met standards in e-learning material and showed evidence of its effectiveness with preferably implementing immediate feedback. Research limitations/implications Although the developed ILO can now be used in school as supplementary learning material in teaching the concept of recursion in an introductory CS subject, a pilot testing of the web-based ILO using a larger sample of respondents to validate its effectiveness for online distance learning educational material can be pursued. Furthermore, in designing and creating an ILO, the provision of feedback during the assessment stage is necessary for effecting learning. Originality/value The study was a first to develop ILO for CS topic on recursion. The paper also compared which of two known feedback methods is best to implement in an ILO.

A hybrid AHP-GA method for metadata-based learning object evaluation

A wide variety of demand in e-learning and web-based learning caused a new approach in e-content presentation. In order to accomplish these demands, learning object repositories (LORs) were developed. LORs have many learning objects (LOs) that are used to produce different types of e-content. When there are many LOs in LORs, the evaluation and selection of them become a subjective and time-consuming process. Thus, selecting the most suitable and best qualified LO is considered as a multi-criteria decision-making (MCDM) problem. In this study, a hybrid analytic hierarchy process genetic algorithm (AHP-GA) method was developed for the evaluation of LOs from web-based Intelligent Learning Object Framework (Zonesa) LOR. This proposed hybrid system was used in a real case study and the results demonstrated that the proposed system can be used effectively by both users and machines to produce content by the help of LO metadata.

Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.

How should we measure online learning activity?

The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC) comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e) framework, Bloom’s Taxonomy, Structure of Observed Learning Outcomes (SOLO) and Community of Inquiry (CoI). Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes. Keywords: CMC; CSCL; content analysis; learning analytics; MOOCs; pedagogical frameworks (Published: 29 July 2016) Citation: Research in Learning Technology 2016, 24 : 30088 - http://dx.doi.org/10.3402/rlt.v24.30088

Web‐based learning object selection software using analytical hierarchy process

The concepts of sustainability and reusability have great importance in engineering education. In this context, metadata provides reusability and the effective use of Learning Objects (LOs). In addition, searching the huge LO Repository with metadata requires too much time. If the selection criteria do not exactly match the metadata values, it is not possible to find the most appropriate LO. When this situation arises, the multi-criteria decision making (MCDM) method can meet the requirements. In this study, the SDUNESA software was developed and this software allows for the selection of a suitable LO from the repository by using an analytical hierarchy process MCDM method. This web-based SDUNESA software is also used to store, share and select a suitable LO in the repository. To meet these features, the SDUNESA software contains Web 2.0 technologies such as AJAX, XML and SOA Web Services. The SDUNESA software was especially developed for computer engineering education. Instructors can use this software to select LOs with defined criteria. The parameters of the web-based SDUNESA learning object selection software that use the AHP method are defined under the computer education priorities. The obtained results show that the AHP method selects the most reliable learning object that meets the criteria.

A Framework for Web-Based Learning Object Repository in Computer Engineering Education

Innovative approaches have enhanced and increased the importance and quality of engineering education. In this context, using new techniques and software provides flexible and effective results. In...

Using The iBook In Medical Education And Healthcare Settings - The iBook As A Reusable Learning Object; A Report Of The Author's Experience Using iBooks Author Software

The recently launched iBooks 2 from Apple has created a new genre of ‘interactive multimedia eBook’. This article aims to dscribe the benefit of the iBook in a medical education and healthcare setting. We discuss the attributes of an iBook as compared with the requirements of the conventional web-based Reusable Learning Object. The structure and user interface within an iBook is highlighted, and the iBook-creating software iBooks Author is discussed in detail. A report of personal experience developing and distributing an iBook for junior trainees in oral and maxillofacial surgery is provided, with discussion of the limitations of this approach and the need for further evidence-based studies.

Learner assessment using interactive web‐based instructional techniques enhances preclinical education

Retrospective data from 9 years of instruction involving 856 students were used to determine (1) the effect of web‐based interactive instructional techniques on written exam item performance in a web‐based peripheral nervous system component of a first‐year human anatomy course, and (2) differences between student opinions of the benefit level of the interactive learning objects used for assessment, i.e., patient case studies, review games, simulated interactive patients, flashcards, and unit quizzes. Exam item analysis scores were found to be significantly higher (p < .05) for students receiving the instructional treatment incorporating web‐based interactive learning objects than for students not receiving this treatment. Questionnaires using a five‐point Likert scale were analyzed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the simulated interactive patients highest, and this rating was significantly higher (p < .05) than all other interactive learning objects. This study suggests that web‐based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of simulated interactive patient learning objects used for assessment. (Supported in part by WVU acct#:491030050, fund#:12305495.)

Computer-Based Learning Objects in Healthcare: The Student Experience

Web-based computer learning objects, such as Reusable Learning Objects (RLOs), are becoming more commonplace in nursing and medical education. However, evaluation of RLOs specifically has been limited. The aim of the study was to determine how RLOs impact on the student learning experience and to compare the use and evaluation of RLOs by nursing and medical students. An online questionnaire survey was completed by 233 students (163 nursing and 73 medical). RLOs were more commonly used by nursing students than medical students. Students in both disciplines valued RLOs for flexibility of learning, as revision aids, and to supplement classroom-based learning. Nursing and medical students have different learning needs, and developing materials at the right level of learning is important. Barriers to the use of RLOs included lack of IT competence, technical difficulties, and lack of staff awareness of computer-based learning aids.

From Remote Experiments to Web-Based Learning Objects: An Advanced Telelaboratory for Robotics and Control Systems

This paper describes the current evolution of the telelaboratory facilities at the University of Pisa. In particular, starting from a standard environment providing remote access to a set of experiments, the telelaboratory is now organized as a collection of learning objects, i.e., modular didactic units designed following specific learning objectives within control systems and robotic fields. The telelaboratory has a remote Web-based access which can be used both as a simulation environment and as a remote way of performing real physical experiments. The developed telelaboratory is based on free open-source software such as Scilab/Scicos, Comedi, and real-time application interface patch for Linux kernels. In-house software tools, such as a Java Web hyper modular interface system, graphic environment tools, and a virtual laboratory interface based on Java applets, have been developed as a support for the learning process.

Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While the learning sciences have focused on questions of learning new knowledge, the context of how adults recover information they had once studied has received less theoretical attention. The authors' thesis is that a central aspect for helping students to remember content they once learned is to uncover areas of ‘conceptual breakdown’ in ordinary math problems. Their theory is that the phenomenon of conceptual breakdown is different for remembering knowledge than for learning new knowledge. Remembering math involves reassembling misplaced, broken or fragmented conceptual knowledge once learned in school. The design of learning objects allows us to determine which aspects of PRAXIS-type questions highlight conceptual breakdown, and leads us to build learning objects that would help learners reassemble prior concepts to improve capacity to solve similar problems. This article reports on a design-based research investigation to build, implement and assess a series of math learning objects for adult learners. Twelve web-based learning objects were built over the course of 2 years, and tested with 59 adult learners. The authors discuss how the collaborative design process was structured to elicit the breakdown points present in typical math problems; describe an assessment process that produced pre- and post-learning results; and comment on how the design process illustrated their theory of adult math learning recovery and on the prospects for designing learning objects for adult learners.

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy

Background: This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course.Method: Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes.Results: Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects.Conclusion: This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Designing multimedia learning objects for PDAs

This paper discusses the design of rich multimedia learning objects for Personal Digital Assistants (PDAs). It shows how successful design principles developed for web-based learning objects have been adapted for the PDA. A prototype object and technical design guidelines have been developed, and these are outlined. The prototype was evaluated with a small number of target students, to give initial feedback on the prototype and their views of using the PDA as a learning tool. The work has produced a proof of concept, which illustrates that rich multimedia learning objects can be developed for the PDA, and it informs our future work in mobile learning.

Online Library Instruction

ABSTRACT At the School of Nursing, University of Wisconsin-Madison, librarians and clinical faculty are working collaboratively to produce Web-based learning modules. The collaboration resulted in four Web-based learning objects, including a virtual tour of the library Web site and three assignment-centered tutorials. Modules are short (15 minutes), focused on specific learning objectives and easily accessible on- and off-campus. They are embedded in an online course environment and free librarians to provide more customized instruction to classes upon request. This poster presentation will demonstrate sections of the four modules, detail the development process, and explain how modules currently support School of Nursing curriculum andoutline implications for future development.

Design, Development, and Validation of Learning Objects

A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of a learning object approach, including positive student response and achievement, extension to other settings and populations, and benefits to the instructor and developers. Results confirm our belief that the use of modular, Web-based learning objects can be used successfully for independent learning and are a viable option for distance delivery of course components.

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.

Design, development, and validation of a learning object for CS1

A learning object is a structured, standalone media resource that encapsulates high quality information to facilitate learning and pedagogy. In this paper, we describe our approach to design, develop, and validate learning objects for CS1. In particular, we focus on one learning object that teaches students about classes and objects. SCORM (Shareable Content Object Reference Model) standards and ACM/IEEE-CS Computing Curriculum 2001 form the basis of our design. Each learning object is self-contained and by design, the length of the content section is kept short to retain student interest. The learning object has a glossary providing definitions to key terms and a help menu. Each learning object covers a core Computer Science topic addressed by four components: (1) A brief tutorial or explanation including definitions, rules, and principles, (2) A set of real-world examples illustrates key concepts and includes worked examples and problems, models, and sample code, (3) A set of practice exercises provides important active experiences to the student, with constructive feedback to student responses, (4) A set of problems graded by the computer provides a final assessment. Our instructional design also incorporates theories of multimedia learning, providing guidance on the effective combination of text, graphics audio, and Flash animation. We also report on a pilot evaluation where students rated the learning object highly in terms of its design, usefulness, and appropriateness. We present student achievement results, comparing achievement of students participating in traditional face-to-face laboratory activities versus students using the Web-based learning object. A between-group post-test only research design showed no significant achievement difference between the two groups. Results confirm our belief that the use of modular, Web-based learning objects can be used successfully for independent learning and are a viable option for distance delivery of course components. Encouraged by these results, our project and research is continuing Fall 2004, with the development of additional learning objects and instrumentation mechanisms tracking real-time dynamic activity-based data.The "Practice Exercises" section of our "Simple Class" learning object, for example, has four exercise modules: (1) class identification , where students are asked to identify whether an item is an appropriate candidate as a class (Abraham Lincoln vs. President, for example), (2) data members and methods , where students interact with an animation (with sound) to identify the appropriate data members for a dog class, (3) dissect a class definition , where students are given code with highlighted segments and are asked to label each segment into either "class", "method name", "data member", or "method body", and (4) building a class , where students are given a heterogeneous set of data members and methods, and must pick the appropriate ones to build a class; if the selection is correct, the Java-based class will be expanded accordingly with specific Java code. For each exercise, we provide extensive real-time feedback for each response. Figure 1 shows a screen shot of one of the exercises on data members and methods.

Designing and evaluating learning objects for introductory programming education

We described a new approach to solving the problem of teaching first year software development, using web-based multimedia learning objects (LOs), which include student interaction, animation and self-assessment. A variety of evaluation techniques have been applied, including student questionnaires and interviews and server-side tracking. Results from the first semester are very encouraging and student performance has improved.