Understanding Factors that Influence the Effectiveness of Learning Objects in Secondary School Classrooms

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Author(s): Robin Kay (University of Ontario Institute of Technology, Canada)
Copyright: 2009
Pages: 17
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch027

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

The design, development, reuse, and accessibility of learning objects has been examined in some detail for almost 10 years (Kay & Knaack, 2007c, 2007d), however, research on the effectiveness of learning objects is limited (Kay & Knaack, 2005; Nurmi & Jaakkola, 2006a, 2006b, Sosteric & Hesemeirer, 2004), particularly in the K-12 environment. Until recently, learning objects were solely used in higher education (Haughey & Muirhead, 2005; Kay & Knaack, 2005, 2007c). The purpose of the current chapter is to examine factors that influence the effectiveness of learning objects in secondary school classrooms. These factors will include learning object qualities, gender, self-efficacy, grade, subject area, and teaching strategies.

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Understanding Factors that Influence the Effectiveness of Learning Objects in Secondary School Classrooms

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