An Exploratory Study into the Efficacy of Learning Objects

An Exploratory Study into the Efficacy of Learning Objects
Nicholas Farha, Indiana State University

http://www.thejeo.com/Archives/Volume6Number2/FarhaPaper.pdf

The article analyzes the relationships between learning objects and their implications in both distance and classroom instruction. In looking at the title, you might be asking… what are learning objects? The article defines learning objects as “digital resources, pedagogically sound, in small chunks, which … are reusable, self-contained (but can be aggregated), durable (operating system independent), and shared through metatagging.” . Two additional attributes included: (a) learning objects must be interactive; and (b) they must contain an assessment component. Amazingly, these learning objects can easily be delivered via Learning Management systems over the Internet. In fact, for the instrumentation portion of the study, the LMS Blackboard was used as a delivery method for both learning objects and traditional text/graphic instruction. I found it interesting that the LMS played such a critical role in the implementation of the study. Broadly speaking, interactive learning objects are the keys to unlocking the next movement of Learning Management systems.

To put things into context, the article places a great emphasis on constructivism and the “digital nativity” of our young generation, a.k.a., the “Net Generation.” This unprecedented shift in digital immersion demands newer, more efficient means of instruction. In the article, key statistics were cited supporting the assertion that online learning is not only growing, but outperforming classroom instruction in both performance and logistics. “The digital nature of learning objects makes them easily deliverable.” Name a great way to deliver these deliverables? An LMS!! Of course! Even though this article is talking about the components of Learning Management Systems, the findings seem to hold true for their LMS counterparts. In fact, the article uses the term “learning object repositories,” which sounds a lot like an LMS. The author reiterates that learning objects are necessarily a part of distance education.

This article summarizes a research study with undergraduate college students as its subjects. The goal of the research was to see whether interactive learning objects improved learning outcomes over traditional (picture and text) instruction. Basically, they wanted to compare the efficacy of learning objects in changing learning outcomes. As far as the findings in the article, the experimental group (taught with learning objects) obtained a score that was THREE TIMES HIGHER than the control group (textbook instruction). Both methods were delivered online through Blackboard. This finding could indicate a future trend in the use of learning objects in Learning Management Systems. Given the novelty of this technology, more research is warranted in the area of learning management systems and learning objects.

One of the key benefits of this is research is that it really points to three main drivers that today’s instructors need to understand. These are: the next wave of digital learners, the shift towards online distance learning, and hard economic realities. The author makes the case that learning objects (and by default, LMS’s ) are the keys to dealing with these instructional realities of the future. For today’s instructors, LMS’s and Learning objects provide a means to this end that is at the forefront of modern distance education.