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A Formative Analysis of Instructional Strategies for Using Learning Objects
Article

, , , University of Ontario Institute of Technology, Canada

Journal of Interactive Learning Research Volume 20, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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.

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. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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Cited By

  1. Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms

    Robin Kay, University of Ontario Institute of Technology, Canada

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 359–374

  2. Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance

    Robin Kay, University of Ontario Institute of Technology, Canada

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 125–142

  3. Evaluating the Use of Web-Based Learning Tools in Middle Classrooms

    Robin Kay, University of Ontario Institute of Technology, Canada

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3630–3637

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.