Attitudes of students towards learning objects in web-based language learning

Abstract

Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used. Learning objects (LOs) are a new type of material on which many studies have been conducted in recent years. The aim of this study is to determine the attitudes of students towards LOs in web-based language learning. To this end, the study was conducted in English I Course at the Department of Computer Programming in Kirikkale University in 2010-2011 Fall Semester. Seventy LOs appropriate for six-week long lecture program were integrated into the Learning Management System (LMS) of Kirikkale University. The study group consisted of 38 students. After the six weeks long implementation period of the study, an attitude scale was administered to the students. The findings indicated that students in web based language education have positive attitudes towards LOs.

Full text

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Turkish Online Journal of Distance Education-TOJDE January 2012 ISSN 1302-6488 Volume: 13 Number: 1Article 16
ATTITUDES OF STUDENTS TOWARDS LEARNING OBJECTS
IN WEB-BASED LANGUAGE LEARNING
Ahmet BASAL
Kırıkkale University
Distance Education Center
Kirikkale, TURKEY
Mehmet GUROL
Yıldız Technical University
Department of Education
Istanbul, TURKEY
Tuncay SEVINDIK
Yıldız Technical University
Department of Education
Istanbul, TURKEY
ABSTRACT
Language education is important in the rapidly changing world. Every year much effort has
spent on preparing teaching materials for language education. Since positive attitudes of
learners towards a teaching material enhance the effectiveness of that material, it is
important to determine the attitudes of learners towards the material used. Learning
objects (LOs) are a new type of material on which many studies have been conducted in
recent years. The aim of this study is to determine the attitudes of students towards LOs in
web-based language learning. To this end, the study was conducted in English I Course at
the Department of Computer Programming in Kırıkkale University in 2010-2011 Fall
Semester. Seventy LOs appropriate for six-week long lecture program were integrated into
the Learning Management System (LMS) of Kırıkkale University. The study group consisted
of 38 students. After the six weeks long implementation period of the study, an attitude
scale was administered to the students. The findings indicated that students in web based
language education have positive attitudes towards LOs.
Keywords: Learning Object, Web-based Learning, Language Education
INTRODUCTION
Knowing a foreign language is very important for most of the people in an increasingly
connected world. There has been an increase in the number of people wishing to learn a
foreign language. To teach a foreign language is difficult in traditional classroom setting
where there is inadequate space. Web-based language education seems a solution for this
problem. All over the world, many educational institutions have started to provide
internet-based lectures (McCormick, 2000). Advances in educational technology have
affected learning and teaching methods significantly, leading this change. (Kuo & Chen,
2004). Demiray and Sever (2009) states that “online distance learning has gained
reliability in recent years”. According to Holmberg “There is no tenable reason why any
language should be considered unsuitable for distance teaching and learning; rather, there
is much evidence of the effectiveness of distance teaching of foreign languages” (2005:
166-167).

239
The demand for web-based language learning has increased and online technologies have
contributed notably to language education (Mirici, 2009: 603) and e-learning technologies
can be used to teach English (Uşun & Kömür, 2009). Larson (1999) and Li (1999) states
that the nature of internet and its web-based interactive structure is beneficial for
language education (cited in Soon, Suan, Baniamin & Mamat, 2004). Distance language
education is spreading as White (2005:55) states:
The developments in new technologies, the emergence of virtual learning environments
and the demand for lifelong flexible learning opportunities have given rise to a marked
increase in language learning through distance education – both in terms of new providers
and new participants. While at one time distance education struggled for recognition, the
viability of distance environments for language learning is now well established.
Materials used in web-based language learning are important as a supporting tool for the
lesson. In web based language education there have been notable changes in the
opportunities that distance education presents to the language learners (White, 2006) and
internet has a potential for developing language education (Chun & Plass, 2000). Seljan,
Banek, Špiranec and Lasić-Lazić (2006) suggest that new technologies provide limitless
opportunities for language education. There have been great changes in materials used in
web-based education and web-based language education is no exception. Formerly based
on letters and text, distance education now uses a wide variety of digital materials. These
materials are no longer a complement of text-based materials; they completely transform
the web-based education consisting of digital materials (Blyth & Davis, 2007). These
materials have capacity to improve the quality in learning and the printed material is not
the key source of access of information thanks to information and communication
technologies (Masrur, 2010).
Material development requires much time, effort and money. Reducing these costs is
valuable. According to Yousuf, Anwar and Sarwar (2008:124) “The course materials which
constitute the mainstay of distance education are crucial to the success of distance
learning programmes”. Materials used in web-based language learning are important in
order the students to achieve better learning. Kartal states (2005:82) that language
education needs technological inventions more than any other social science field.
According to Polsani (2003: 10) “LOs are the most meaningful and effective way of
creating content for elearning”. LOs are a new material type on which many studies have
been conducted (e.g. Hodgins, 2002; Gibbons, Nelson, & Richards, 2000; Wiley, 2000;
Muzio, Heins & Mundell, 2002; Baruque & Melo, 2004; Ally (2004); Karaman, 2005; Nurmi
& Jaakkola, 2006a, 2006b; Griffiths, Stubbs & Watkins, 2007; Kay & Knack, 2007; Kay &
Knaack, 2008; Türel, 2008).
There has been an ongoing debate on what a learning object is. However, no consensus
has been achieved until now. One can be surprised by the abundance of definitions of LOs
in the literature. According to Wiley (2007:347) “almost every article written about
learning objects provides its own unique definition of the term”. Since this study deals with
the attitudes of learners towards LOs in web-based language education, no effort will be
put into overcoming the definition debate. However, in order to get an idea of what
learning object is, it is wise to have one. According to Wiley “Learning objects are any
entity, digital or non-digital, which can be used, re-used or referenced during technology
supported learning” (Wiley, 2000).
LOs are different from other more common learning materials thanks to their special
characteristics (Sosteric & Hesemeier, 2004: 30).

240
A learning object can be any tool such as text, graphics, video, animations, games, tests
and simulations and a combination of these make it superior than other web-based sources
(Hannewald, 2009). Every year much effort is wasted to prepare learning materials for
language education. The characteristics of LOs may prevent wasting much time, money
and effort in developing learning materials. Web-based language education rapidly accepts
new technologies. When it comes to language education in Turkey accepted by many
scholars ineffective, LOs seem a logical effort to eliminate this shortcoming (Başal, 2011).
LOs strengthen its place in the education community (Harman & Koohang, 2005: 68).
According to Kay (2009: 1810) if LOs are planned effectively, it will probably useful for the
sake of the students in distance education.
No one can seriously question the importance of the attitudes of teachers and students
towards a teaching material in enhancing the learning process. Positive attitudes towards
the material will probably enhance the effectiveness of a lecture. The aim of this study is to
investigate attitudes of students in web-based language learning towards LOs.
METHOD
This study aims to determine the attitudes of students in web-based language education
towards learning objects. There were 38 students in the study group. The study group was
formed from Computer Programming Department of Distance education of Kırıkkale
University for the following reasons:
- Their appropriate preparedness level for web-based environment
- Their education was totally structured web-based
- Their volunteer preference for web- based education
For the six-weeks long application period of the study, text-based material was prepared.
In addition to this material, 70 LOs including audio, video, flash animations, PowerPoint
presentations, tests, quizzes were prepared and integrated into the Learning management
System (LMS) of Distance Education Center of Kırıkkale University (KUZEM) in the 2010-
2011 Fall Semester for English I lecture of Computer technologies Department.
There were 3 choices in developing LOs to be used in this study. These are determination
of the learning objects from the object repositories, converting existed appropriate
materials into learning objects and developing them from scratch. In this study LOs are
prepared both by the conversion of appropriate materials and preparation of them by the
researcher. There were three reasons for this approach to have been adopted;
- Not finding learning materials appropriate for the subjects and inadequate variety
of learning objects in the repositories
- Easiness of converting existed material to learning objects
- Will of the researcher to prepare learning objects by taking recommendations from
the field experts to provide a variety in learning objects
For the conversion PowerPoint presentations prepared for the ‘Basic English Grammar’
book written by Betty Azar and A.
Hagar were used by taking permission through e-mail from the publisher. In addition to
this, some of the LOs were prepared by the researcher. In the preparation step of LOs,
studies related to the preparation and development of them in the literature was taken as
a reference. In these studies some of the principles for preparing LOs are as follows:

241
 Learning objects should be formed from a combination of audio, video and
text as far as possible.
 Learning objects should be prepared as simple as possible.
 Subjects should be disintegrated and should include small pieces that the
students can follow easily.
The aim of this study is to investigate attitudes of students in web based language learning
towards LOs. To this end, attitude scale adapted from the study conducted by Sevindik
(2006) on smart classes. This 40-item scale was administered to the study group after the
six-week long application period.
FINDINGS
What are the views of students in web-based
language education towards learning objects?
In this study, an attitude test adapted from Sevindik (2006) and 40-item likert scale
attitude test was administered to the students. Since it aims to determine the views of
students, no need was seen necessary to re-do the validity and reliability of the attitude
scale. There are negative and positive statements about LOs in the attitude scale.
Depending on the results it can be seen that students’ attitudes towards them are highly
positive. The results can be seen in Table 1.
Table: 1.
Determination of Students’ Views on Learning Objects Used in
Web-based Language Learning
Item
SD
1. Learning with learning objects are interesting.
,74911
3,9211
2. Information presented with learning objects is quite clear.
,50036
4,5789
3. Lectures presented with learning objects are enjoyable.
,48885
4,3684
4. Having lectures with learning objects is easy.
,76182
3,5263
5. Learning with learning objects is fun.
,22629
4,0526
6. Studying with learning objects is exciting.
,85383
4,0263
7. I remember what I learnt with learning objects better.
,49536
4,6053
8. I prefer studying with learning objects at other times.
,45961
4,7105
9. I feel that the learning process is under my control while I am
studying with learning objects.
,75995
4,2632
10. I also want to study other lessons with learning objects.
,48078
4,6579
11. I feel a strong desire while studying with learning objects.
,75053
3,6316
12. I think that I use my talents more effectively while studying with
learning objects.
,89610
3,8158
13. I totally concentrate on the subject I study while studying with
learning objects.
,44626
4,2632
14. I intensify my efforts while studying with learning objects.
,84166
2,3158
15. I feel myself confident while studying with learning objects.
,68928
3,8947
16. I feel myself comfortable while studying with learning objects.
,48078
4,3421
17. The things that I learnt with learning objects are interesting.
,44626
4,7368
18. Learning objects were arranged in a way that encourages learning.
,48078
4,6579
19. The knowledge presented with learning objects meets my
expectations.
,50036
4,5789
20. While I was studying with learning objects I feel that I will be
successful in the exam.
,50601
4,4737
21. I feel that what I learnt will be useful for my future.
,55173
2,5789
22. Learning objects contribute to the permanency to what I learnt.
,36954
4,8421
23. Learning objects increase my interest to the subjects.
,45961
4,7105
24. The difficulty level of learning objects is appropriate: neither hard
nor easy.
,47107
4,3158

242
25. Learning objects increase my curiosity to the subjects.
,39286
4,8158
26. What I learn with learning objects supports my previous
knowledge.
,50036
4,4211
27. Learning objects is effective in increasing my success.
,50390
4,5526
28. The idea of studying with learning objects irritates me.
,77661
1,7895
29. I want to study other lessons with learning objects.
,66886
4,3421
30. The subjects presented with learning objects are not boring.
,31101
4,8947
31. Since learning objects are boring, I don’t want to make lessons
with them.
,50601
1,5263
32. I think learning objects are not different from other materials.
1,09441
1,7895
33. Although lessons presented with learning objects are boring, I
have to continue my education.
,80362
2,0526
34. Learning objects irritate me.
,77661
1,7895
35. Learning objects are the teaching materials which I dream of.
,61512
4,0000
36. Learning objects are effective in giving problem solving skills.
,82286
2,1579
37. Learning objects affect my motivation in a positive way.
,50390
4,5526
38. Subjects enriched with learning objects are enjoyable.
,43085
4,7632
39. Learning objects are effective in giving feeling of perfection.
,78978
1,6053
40. Receiving education with learning objects is the right of everybody.
,41315
4,7895
Standard deviation and Arithmetic Mean
0,5872
3,787546
Depending on the results given in Table 1, it is seen that students found LOS interesting
( =3, 9211), enjoyable ( =4, 3684), exciting ( =4, 0263) and entertaining ( =4, 0526).
They want to study with LOs ( =4, 7005) and want to study other lessons with LOs ( =4,
6779). These results show that LOs used in the study attracted students. Moreover, from
the findings showing that LOs were arranged attractive ( =4, 6579) and they evoke
interest of the students ( =4, 7105), it can be concluded that LOs in the study were in
good quality.
Students in the study absolutely disagree that LOs were irritating ( =1, 7895) and
disturbing ( =1, 7895). They do not find LOs complex ( =1, 5263) and do not think that
LOs are like other learning materials ( =1, 7895). All these findings show that students in
the study do not have a negative views about LOs, showing the students acceptance of
these materials. The finding that students also want to study other lessons with LOs ( =4,
6579) is important. It can be concluded that students find the materials used in other
lessons inadequate and express their wish to have LOs also in those lessons.
There are positive and negative statements about LOs in the attitude scale. Students’
evaluations about the statements are mostly in favor of LOs. In other words, students have
positive attitudes towards LOs. Since positive attitudes towards a teaching material are
important in enhancing the effectiveness of the lecture, LOs can be accepted as preferable
material type supporting the lectures.
DISCUSSION AND CONCLUSION
Attitudes of student towards a teaching material are important in all learning environment
and web-based language learning is no exception. Institutions providing web-based
education should take into account the attitudes of students (Daniels & Christie 2000). 40-
item likert scale was used in this study to determine the attitudes of students in web-
based language education towards LOs.
In the light of research findings, it was determined that students had positive attitudes
towards LOs. The results of attitude scale showed that students find LOs enjoyable,
interesting and they learn easy with this material.

243
The results of studies conducted by Bradley and Boyle (2004), Kay and Knaack (2008),
Torres, Marriott and Ramos (2009), Baki and Çakıroğlu (2010) and Cameron and Bennett
(2010) on the attitudes of students towards LOs are consistent with the results of this
study. In other words, these studies show that students have positive attitudes towards
LOs which isconsistent with our study.
In the study conducted on LOs with 40 students of Computer and Instruction technologies
department of Education Faculty of Ege University, Ceylan (2008) found that students have
positive attitudes towards LOs. In their study, Schibeci et al. (2008) found that students
found LOs motivating and enjoyable. An interesting finding of this study is that introvert
students resisting to traditional class approaches and having low academic achievement
participated actively in lectures supported with LOs. In their study conducted on students
of in primary and secondary schools of Australia and New Zealand, Lowe et al. (2010),
found that students like LOs since they are innovative and visually appealing. Moreover,
Çakıroğlu (2010) in his study on using LOs in math lesson found a significant increase in
the attitudes of students who uses LOS. Yarar (2010) in his study in social sciences lesson
found the same results that students have positive attitudes towards LOs. The results of
our study are consistent with all the studies mentioned above.
Although the aim of this study is to determine the attitudes of students towards LOs, in the
literature there are studies aiming at determining the attitudes of teachers towards LOs
(e.g. Celebrate Work Package7, 2004; Schibeci et al., 2008; Türel, 2008). Baki and
Çakıroğlu (2010) found that despite troubles teachers experienced due to the difference of
LOs they express that LOs have positive effects on students’ motivation and learning.
Moreover, in a wide scale study conducted on the schools in Europe, McCormick and Li
(2006) found that teachers have positive attitudes towards LOs. Kay and Knack, in their
investigation of the literature on LOS, evaluated 58 studies only eight of which were on the
use of LOs found that both teachers and students have positive attitudes towards LOs
(Kay, 2009:1809-1910).
Positive attitudes towards a teaching material both by students and teachers show that
the use of LOs is welcomed by both groups. It can be concluded that LOs can enhance the
effectiveness of learning depending on such a consensus on a teaching material. LOs
towards which students and teachers show positive attitudes can contribute to the
learning environment one of which is the subject of this study, web-based language
learning. Integrating LOs into the web-based language learning is important since
students show positive attitudes towards them.
CONTACT ADDRESES of THE AUTHORS
Ahmet BASAL, Kırıkkale University, Distance Education Center
Kırıkkale, Turkey
GSM: 05055723380
Email: ahmetbasal@gmail.com
Mehmet GUROL, Yıldız Technical University, Department of Education
Istanbul, Turkey
GSM: 05384371213
Email: gurolmehmet@hotmail.com
Tuncay SEVINDIK, Yıldız Technical University, Department of Education
Istanbul, Turkey
GSM: 05419077752
Email: tsevindik@gmail.com

244
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