Liesel Knaack’s research while affiliated with University of Ontario Institute of Technology and other places

Abstract Over the past 8 to 10 years, learning objects,which are web-based tools used to enhance learning, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of learning objects, particularly in middle and secondary school environments. The purpose of the current study was to evaluate teachers’ assessment of learning objects used inmiddle,and secondary school classrooms. The Learning Object Evaluation Scale for Teachers (LOES-T) had moderate to good reliability, and demonstrated construct and convergent validity. Overall, most teachers rated learning objects as high quality tools that engaged students and promoted,successful learning. Teachers also noted that significant time was spent on searching for learning objects and preparing lessons. Technological problems related tolearning objects werenot reported often and focussed mostly on the speed of the Internet. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of learning objects.

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary schools. The purpose of this study was to conduct a detailed formative analysis on the benefits, challenges, and use of ARSs from the perspective of 659 secondary school students. Key benefits reported were increased levels of engagement and motivation, the effective use of formative assessment, and a better quality learning environment. Key challenges included a perceived decrease in learning performance when an aRS was used for summative assessment, technological malfunctions, resistance to using a new method of learning, and increased stress due to perceived time constraints. finally, students consistently rated the use of an aRS significantly higher when it was used for formative as opposed to summative assessment.

The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught. Résumé La présente étude visait à étudier les variations personnelles dans la disposition des élèves du secondaire envers l’utilisation de systèmes de réponse, ou télévoteurs, en classe. Plus précisément, l’étude a examiné l’impact du sexe, de l’année d’études, de la matière, de l’aisance en informatique, du niveau de participation et du type d’utilisation sur 659 élèves. La disposition des garçons envers les télévoteurs était significativement meilleure que celle des filles. De plus, les élèves les plus à l’aise avec les ordinateurs avaient une réponse significativement plus positive que les élèves moins à l’aise. Les élèves qui ne participaient pas activement en classe avant l’utilisation de télévoteurs avaient quant à eux une attitude plus positive envers cet outil que les élèves qui participaient déjà régulièrement. Enfin, les élèves démontraient une attitude plus favorable envers les télévoteurs lorsque ceux-ci étaient utilisés aux fins d’évaluations formatives (non notées), par opposition aux fins d’évaluations sommatives (notées). Il n’y avait pas de différences significatives observées en fonction de l’année d’études ou de la matière enseignée.

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.

Over the past 8 to 10 years, web-based learning tools (WBLTs), also known as learning objects, have been evaluated and received positively by higher education students. However, little re-search has been done examining teachers perceptions of these tools, particularly in middle and secondary school environments. The purpose of the current study was to analyse teacher perceptions of the use of WBLT in middle and secondary school classrooms. Overall, most teachers rated WBLT s as easy-to-use and engaging for students. They also reported that WBLTs promoted successful learning. A number of teachers noted that significant time was spent searching for appropriate WBLT s and preparing lessons. Technological problems related to WBLTs were not reported often and focused mostly on Internet speed. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of WBLTs.

The current study offers a comprehensive, systematic analy-sis of learning objects used in secondary school science class-rooms. Five reliable and valid measures were used to exam-ine the effectiveness of learning objects for 503 students and 15 teachers in 27 science classrooms. The results suggest that teachers typically spend 1-2 hours finding learning objects and preparing lessons that often focus on the review of pre-vious material. both teachers and students are positive about the learning benefits, quality, and engagement value of learn-ing objects, although teachers are more positive than students. student performance increased significantly, almost 40%, when learning objects were used in conjunction with a vari-ety of teaching strategies including brief introductions, letting students work on their own, and providing guiding handouts. it is reasonable to conclude that science-based learning ob-jects are effective teaching tools in the secondary school en-vironment. a review of the literature on the use of technology in secondary school science classrooms (Kay & Knaack, 2007d) indicates that computers can be used to improve attitudes and learning performance; however, there is limited research on the use of web-based tools. a learning object defined as an "interactive web-based tool designed to enhance, amplify and guide learning," is a readily accessible, easy-to-learn, concept-focussed tool that is a promising alternative for teachers of science. in theory, good learning objects a require students to construct and manipulate information, provide rich feedback and interactive illustrations, help students understand abstract

To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a learning object, integration strategies, and time spent using a learning object. A small, but significant, correlation was observed between preparation time and student attitudes toward learning objects. When the purpose of using a learning object was to introduce a concept before a formal lesson, motivate students , or teach a new concept, student attitudes and performance were significantly higher. On the other hand, choosing to use a learning object after a formal lesson or to review a concept resulted in significantly lower student attitudes and performance. Regarding integration strategies, providing a guiding set of questions was associated with more positive student attitudes and increased performance, whereas allowing students to explore on their own (without direction) and class discussion after use led to significantly lower student attitudes and performance. Finally, time spent using learning objects was inversely correlated with student attitudes and performance. It is reasonable to conclude that decisions about instructional wrap had a significant impact on the effectiveness of learning objects in a secondary school environment.

To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a learning object, integration strategies, and time spent using a learning object. A small, but significant, correlation was observedbetween preparation time and student attitudes toward learning objects. When the purpose of using a learning object was to introduce a concept before a formal lesson, motivate students, or teach a new concept, student attitudes and performancewere significantly higher. On the other hand, choosing to use a learning object after a formal lesson or to review a concept resulted in significantly lower student attitudes and performance. Regarding integration strategies, providing a guiding set of questions was associated with more positive student attitudes and increased performance, whereas allowing students to explore on their own (without direction) and class discussion after use led to significantly lower student attitudes and performance. Finally, time spent using learning objects was inversely correlated with student attitudes and performance. It is reasonable to conclude that decisions about instructional wrap had a significant impact on the effectiveness of learning objects in a secondary school environment.

The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measure of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-2 hours finding and preparing for learning-object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment. L’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire : une analyse formative Résumé : Cette étude présente une analyse formative de l’impacte des objets d’apprentissage dans les classes de mathématique et de sciences à l’école intermédiaire. Cinq mesures de rendement fiables et valides ont été exploitées pour examiner l’effet des objets d’apprentissage selon 262 élèves et 8 enseignants (414 classes) en science ou mathématiques. Les résultats indiquent que les enseignants passent typiquement 1-2 heures pour trouver des objets d’apprentissage et préparer les leçons associées qui seraient centrées sur la revue de concepts déjà vus en classe. Quoique les enseignants aient répondu de façon plus positive que les élèves, les deux groupes ont répondu positivement quant aux avantages au niveau de l’apprentissage, à la qualité ainsi qu’à la valeur motivationnelle des objets d’apprentissage. Le rendement des élèves aurait aussi augmenté de façon significative, plus de 40%, quand les objets d’apprentissage ont été exploités avec une variété de stratégies d’enseignement. Il serait donc raisonnable de conclure que les objets d’apprentissage ont un potentiel comme outils d’enseignement à l’école intermédiaire.