LEARNING OBJECTS IN MATHEMATICS CLASSROOMS

Impact of Learning Objects in Mathematics Classrooms



Abstract

The current study offers a formative analysis of the impact of learning objects in middle school mathematics 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 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.

Impact of Learning Objects in Mathematics Classrooms

Overview

Until recently, the vast majority of use and research with respect to learning objects has been in the domain of higher education (e.g., Haughey & Muirhead, 2005; Kay & Knaack, in press). Increased presence of learning objects in K-6 (e.g., Bower, 2005; Brush & Saye, 2001; Clarke & Bowe, 2006a, 2006b; Freebody, Muspratt, & McRae, 2007; Kay & Knaack, 2005; Liu & Bera, 2005; Nurmi & Jaakkola, 2006; Reimer & Moyer, 2005) indicates that there is a need for more research on learning objects in middle school environments. Research on the impact, effectiveness, and usefulness of learning objects in the K-6 domain is limited, partially because comprehensive, theoretically-based, reliable, and valid evaluation tools are scarce. The purpose of the current study is to examine the impact of learning objects in middle school classrooms.

Literature Review

Definition and Benefits of Learning Objects

Learning objects (LO) are defined in this paper as “interactive web-based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners”. This definition was arrived at based on a aggregate of previous definitions (Agostinho, Bennett, Lockyer & Harper, 2004; Butson, 2003; McGreal, 2004; Parrish, 2004; Wiley, et al. 2004).

Learning objects offer a number of advantages for educators and students including accessibility (Wiley, 2000), ease of use (e.g., Gadanidis, Gadanidis, & Schindler, 2003; Sedig & Liang, 2006), reusability (e.g., Agostinho et al., 2004; Duval, Hodgins, Rehak & Robson, 2004; Rehak & Mason, 2003), interactivity (e.g., Gadanidis, et al., 2003; Sedig & Liang, 2006) and visual supports (e.g., Gadanidis, et al., 2003; Sedig & Liang, 2006).

With respect to enhancing learning, many learning objects are interactive tools that support exploration, investigation, constructing solutions, and manipulating parameters instead of memorizing and retaining a series of facts. The success of this constructivist based model is well documented (e.g., Albanese & Mitchell, 1993; Bruner, 1983, 1986; Carroll, 1990; Collins, Brown, & Newman, 1989; Vygotsky, 1978). In addition, a number of learning objects have a graphical component that helps make abstract concepts more concrete (Gadanidis et al., 2003). Furthermore, certain learning objects allow students to explore higher level concepts by reducing cognitive ...