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Developing Learning Objects for Secondary School Students: A Multi-Component Model
ARTICLE

, , Development, evaluation, secondary school, learning object, Canada

IJELLO Volume 1, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute

Abstract

Previous research on the development of learning objects have three notable characteristics: a focus on either technical or learning features, but not both, a target audience consisting exclu- sively of higher education students, and the absence of formal evaluation. This study provides a detailed description and formal evaluation of a multi-component model used to develop five learning objects for secondary school students. Overall, two thirds of the students reported that the learning objects were beneficial, citing a motivating theme, interactivity, and visual qualities as the most important features. However, almost 60% of all students were critical about the learning object quality. Clarity of instructions, help functions and organization/layout presented the most problems. While the development model used in the study emphasized both technical and learning components, the latter was far more important to teachers and students. Key steps that appeared to be beneficial in the development process included a collaborative team approach, understanding the learner, a focus on clear instruction and organization, and using a comprehensive, theoretically supported evaluation metric to examine the quality and benefits of learning objects.

Citation

Kay, R. & Knaack, L. (2005). Developing Learning Objects for Secondary School Students: A Multi-Component Model. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 229-254. Informing Science Institute. Retrieved November 21, 2019 from .

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