Open AccessUnderstand and analyzing learning objects: A foundation for long-term substantiality and use for e-learning
Author(s) -
HsinLiang Chen,
Joi L. Moore,
Weichao Chen
Publication year - 2015
Publication title -
knowledge management and e-learning: an international journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.526
H-Index - 21
eISSN - 2309-5008
pISSN - 2073-7904
DOI - 10.34105/j.kmel.2015.07.018
Subject(s) - deconstruction (building) , computer science , foundation (evidence) , interactive learning , reuse , multimedia , term (time) , interactive media , human–computer interaction , animation , engineering , computer graphics (images) , physics , archaeology , quantum mechanics , history , waste management
In this paper, we investigated the genres of learning objects (LOs) within eight e-learning courses that provide boating safety instruction in the United States. Guided by findings from our literature review, five genres of LOs emerged during the analysis, including interactive and non-interactive graphics, interactive and non-interactive animations, and interactive text feedback. We surveyed the use of each genre of LOs within the courses and found that more non-interactive LOs than interactive LOs were adopted. Also, interactive text feedback was the most popular interactive genre available for seven courses. In our discussion, we explore potential management mechanisms of LOs in digital repositories. Our genre analysis provides a foundation for appropriate deconstruction of LOs into components, which can assist with the management of digital repositories. Effective deconstruction of LOs allows instructors and designers to successfully discover LOs that they need and reuse them in new learning units.