A formative analysis of individual differences in the effectiveness of learning objects in secondary school
Computers & Education Volume 51, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
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 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected.
Kay, R.H. & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320. Elsevier Ltd.
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Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis
Galit Ben-Zadok, Tel-Aviv University, Israel; Moshe Leiba & Rafi Nachmias, School of Education, Israel
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 6, No. 1 (Jan 01, 2010) pp. 305–322
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