Learners' Use of Learning Objects
JDE Volume 21, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press
This article reports findings from a study exploring the generativity (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) and discoverability (Friesen, 2001) of learning objects in the hands of the learner. Through the convergence of two separate pilot projects--the Canadian EduSource initiative through Athabasca University, and the researchers' ongoing study of affective learning in online learning environments (Cleveland-Innes & Ally, 2004)--learner perspectives of learning object use and value was evaluated. Participants in the study of affective outcomes in the workplace worked independently with learning objects and outlined the interaction with learning object repositories and individual learning objects. Analysis of learners' activity and response indicates that selection of learning object repositories and objects is based on personal needs and expectations for satisfying desired learning outcomes. Data analysis found pedagogical and contextual implications of learning object technology from the point of view of the learner. Results suggest that there is opportunity to combine learning object technology with consideration for learner engagement in designs that support lifelong learning principles and focus on learner development rather than the content or the technology. (Contains 2 tables.)
Ally, M., Cleveland-Innes, M., Boskic, N. & Larwill, S. (2006). Learners' Use of Learning Objects. The Journal of Distance Education / Revue de l'ducation Distance, 21(2), 44-57. Athabasca University Press.
Cited ByView References & Citations Map
A path analysis of educator perceptions of open educational resources using the technology acceptance model
Hope Kelly, University of Florida
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
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