Search results for author:"Liesel Knaack"
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Elements of Effective Instructional Design for Elementary Mathematical Problem Solving Computer Software
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2921–2924
This research study investigates student perceptions of how effective are 18 instructional design elements of mathematical software, as it relates to their development of problem solving skills. Grade five students in a large district school board...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 35, No. 1 (Sep 03, 2009)
The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level,...
A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)
Australasian Journal of Educational Technology Vol. 24, No. 5 (Jan 01, 2008)
While discussion of the criteria needed to assess learning objects has been extensive, a formal, systematic model for evaluation has yet to be thoroughly tested. The purpose of the following study was to develop and assess a multi-component model...
Topics: Learning Objects
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 4 (October 2007) pp. 261–289
A learning object is an interactive web-based tool that supports learning by enhancing, amplifying, and guiding the cognitive processes of a learner. To date, no formal research has been done on the use of learning objects in secondary school...
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 1 (January 2009) pp. 113–135
The current study offers a comprehensive, systematic analysis of learning objects used in secondary school science classrooms. Five reliable and valid measures were used to examine the effectiveness of learning objects for 503 students and 15...
Tablets and Trees: Equipping Forestry Students with Mobile Tools for Learning in and Out of Classroom
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 44, No. 1 (May 08, 2018)
This paper presents the case of how a department of applied science went about implementing a tablet initiative in a two-year diploma program. Tablets were a required tool for entry into the program with a goal of reducing textbook purchase costs...
Language: English Translations: English, français, langue française/French
Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 1, No. 1 (Jan 01, 2005) pp. 229–254
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...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1949–1950
Nipissing University is the first university in Ontario (and second in Canada) to undertake a laptop program for pre-service teachers. Education students now have the advantage of acquiring practical information technology (IT) skills that Boards of ...
Journal of Science Education and Technology Vol. 18, No. 5 (October 2009) pp. 382–392
An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs ...
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 4, No. 1 (Jan 01, 2008) pp. 269–289
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning...
Elements of effective instructional design for elementary mathematical problem solving computer software
@?Elements of effective instructional@design for @?elementary @?mathematical problem solving computer@software (2002) pp. 1–286
Problem solving is an area of mathematics needing urgent attention by educators. Mathematics organizations, researchers and curriculum strongly advocate for increased problem solving skill development in students. Computer technology may aid some...
Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)
Educational Technology Research and Development Vol. 57, No. 2 (April 2009) pp. 147–168
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...
Journal of Educational Multimedia and Hypermedia pp. 113–135
The current study offers a comprehensive, systematic analysis of learning objects in secondary school science classrooms. Five reliable and valid measures were used to examine the effectiveness of learning objects for 503 students and 15 teachers...
Open Learning Vol. 22, No. 1 (February 2007) pp. 5–28
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...
Technology, Pedagogy and Education Vol. 14, No. 3 (October 2005) pp. 391–412
The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers' computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and...
A formative analysis of individual differences in the effectiveness of learning objects in secondary school
Computers & Education Vol. 51, No. 3 (November 2008) pp. 1304–1320
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...
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 5, No. 1 (Jan 01, 2009) pp. 27–50
Over the past 8 to 10 years, web-based learning tools (WBLTs), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these...
Journal of Interactive Learning Research Vol. 21, No. 3 (July 2010) pp. 343–365
To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary school schools. The purpose of this study was to conduct a detailed formative analysis on the benefits,...
Journal of Interactive Learning Research Vol. 20, No. 3 (July 2009) pp. 295–315
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...