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Learning objects in practice: The integration of reusable learning objects in primary education
Author(s) -
Cameron Tiffani,
Bennett Sue
Publication year - 2010
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2010.01133.x
Subject(s) - experiential learning , mathematics education , cooperative learning , psychology , active learning (machine learning) , educational technology , negativity effect , focus group , learning design , learning environment , synchronous learning , pedagogy , open learning , teaching method , computer science , sociology , social psychology , artificial intelligence , anthropology
The study described in this paper investigated the use of The Le@rning Federation 's learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviews were collected in order to learn about students' experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study's major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.