Learners' Use of Learning Objects

Autor/inn/en	Ally, Mohamed; Cleveland-Innes, Martha; Boskic, Natasha; Larwill, Sandra
Titel	Learners' Use of Learning Objects
Quelle	In: Journal of Distance Education, 21 (2006) 2, S.44-57 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0830-0445
Schlagwörter	Instructional Design; Pilot Projects; Online Courses; Lifelong Learning; Data Analysis; Foreign Countries; Behavioral Objectives; Higher Education; Educational Environment; Evaluation; Outcomes of Education; Surveys; Learning Activities; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Pilot project; Modellversuch; Pilotprojekt; Online course; Online-Kurs; Life-long learning; Lebenslanges Lernen; Auswertung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evaluierung; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Lernaktivität; Kanada
Abstract	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.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10