Abstract
The added value of Web-based learning objects (WBLOs) lies in supporting learners to acquire the right knowledge and skills in order to function as active and collaborative learners. To realize this, WBLOs must be both technically and pedagogically usable. Technical usability in itself is not sufficient. To support the learning process, the usability concept must be extended to include pedagogical considerations. The importance of pedagogical usability in education has been recognized, but not sufficiently researched. In addition, little research has been done to evaluate the pedagogical value of WBLOs. The main goal of this paper is to show how to foster pedagogically usable WBLOs in school education. The article also reports on students’ perceptions of WBLOs by means of survey questionnaires
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education,52, 353–364.
Brinck, T., Gergle, D., & Wood, S. D. (2002). Usabilityfor the web: Designing web sites that work. San Francisco: Morgan Kaufman.
Bowler, L., Large, A., Beheshti, J., & Nesset, V. (2005). Children and adults working together in the zone of proximal development: A concept for user-centered design. Proceedings ofAnnual CAIS/ACSI conference 2005. Retrieved October 29, 2009, from http://www.cais-acsi.ca/proceedings/2005/bowler_2005.pdf
Elliott, G.J., Jones, E., & Barker, P. (2002). A grounded approach to modeling learnability of hypermedia authoring tools. Interacting with Computers, 14, 547–574.
Erstad, O. (2006). A new direction? Digital literacy, student participation and curriculum reform in Norway. Education and Information Technologies,11, 415–429.
Gadanidis, G., & Schindler, K. (2006). Learning objects, Type II Applications, and embedded pedagogical models. Computers in the Schools,21(1), 19–32.
Ingram, A. (2003). Usability of alternative web course structures. Computer in the Schools, 19(3), 33–47.
ITU Monitor (2009). The digital state of affairs in norwegian schools. Retrieved September 20, 2009, from http://www.itu.no/ITU+Monitor.9UFRDSXH.ips
Jamieson-proctor, R., Watson, G., Finger, G., Grimbek, G., & Burnett, P. C. (2007). Measuring the use of information and communication technologies (ICTs) in the classroom. Computers in the Schools, 21(1), 167–184.
John, P., & Sutherland, R. (2009). Teaching and learning with ICT: New technology, new pedagogy? Education, Communication & Information,4(1), 101–107.
Kay, R., & Petrarca, D. (2009). Exploring teachers perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 27–50.
Kukulska-Hulme, A., & Shield, L. (2004). Usability and pedagogical design: Are language learning web sites special? Proceedings of ED-MEDIA (World Conference on Educational Multimedia, Hypermedia & Telecommunications), Lugano, Switzerland, June 21–26, 2004. Retrieved September 2, 2009, from http://www.editlib.org/p/11686, 4235–4242.
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge.
Leacock, T. L., & Nesbit, J. C. (2007). A framework for the quality of multimedia resources. Educational Technology & Society,10(2), 44–59.
Li, H., Sun, X., & Zhang, K. (2007). Culture-centered design: Cultural factors in interface usability and usability tests. Proceedings of IEEE Societie’s ACIS International Conference on Software Engineering, Artificial Intelligence, Networking, and Parallel/Distribute Computing 1084–1088, Washington, DC, IEEE Computer Society.
Liu, L., & Johnson, D. L. (2005). Web-based resources and applications. Computer in the Schools, 21(3), 31–147.
Maddux, C. D. (2005). The web in K-12 education. Computers in the Schools,21(3), 149–165.
Martinidale, T., Cates, W. M., & Qian, Y. (2005). Analysis of recognized web-based educational resources. Computers in the Schools, 21(3), 101–117.
Mayes, J. T., & Fowler, C. J. (1999). Learning technology and usability: A framework for understanding courseware. Interacting with Computers,11(5), 485–497.
Nam, C. S., & Smith-Jackson, T. L. (2007). Web-based learning environment: A theory-based design process for development and evaluation. Journal of Information Technology Education,6, 23–44. Retrieved September 15, 2009, from http://www.jite.org/documents/Vol6/JITEv6p023-043Nam145.pdf
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society,9(2), 178–197.
Nielsen, J. (2000). Designing web usability: The practice of simplicity. Indianapolis, IN: New Riders Publishing.
Nielsen, J. (1993). Usability engineering. Boston: Academic.
Sedig, K., Klawe, M., & Westrom, M. (2001). Role of interface manipulation style and scaffolding on cognition and concept learning in learnware. ACM Transactions on Computer-Human Interaction,8(1), 34–59.
Squires, D., & Preece, J. (1999). Predicting quality in educational software: Evaluating for learning, usability and the synergy between them. Interacting with Computers, 11, 467–483.
Tselios, N., Avouris, N., & Komis, V. (2008). The effective combination of hybrid usability methods in evaluating educational applications of ICT: Issues and challenges. Education and Information Technologies, 13, 55–76.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Hadjerrouit, S. (2011). Web-Based Learning Objects in School Education. In: Ifenthaler, D., Spector, J., Isaias, P., Sampson, D. (eds) Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7612-3_4
Download citation
DOI: https://doi.org/10.1007/978-1-4419-7612-3_4
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-7611-6
Online ISBN: 978-1-4419-7612-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)