Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Susan Zvacek
Committee Member
Charles Schlosser
Committee Member
Maryellen Maher
Keywords
computer assisted instruction, evaluation criteria, instructional design, instructional material evaluation, instructional materials, Internet, learning, learning modules, learning objects, learning styles, qualitative data analysis, reusable learning objects, repositories, Semantic Differential scale, SurveyGold software
Abstract
Computer assisted instruction (CAI) is rapidly evolving with the advent of emerging technology in both the private and public sectors of education. The purpose of this study was to look at developing evaluation criteria for reusable learning objects.
A 3-round, modified Delphi study was used to collect data in an attempt to refine the evaluation criteria and consequently, the scope of reusable learning objects as they are applied to CAI in the private and public sectors of education. A panel of 15 subject matter experts was used for each round of the study. It was conducted using Internet email and SurveyGold software for the research study. Also, a methodology expert for internal validity and reliability scrutinized the questionnaire prior to submission to the panel for each round of the study.
The findings of the research study were analyzed using the results of a 7-point Semantic Differential-type scale method along with panelist-supplied commentary that was coded using qualitative data analysis software for accuracy and consistency throughout the study.
The results returned evaluation criteria addressing the needs of intentional, sophisticated, autonomous, searching, fostering, and demanding learners. The criteria demonstrated that reusable learning object (RLO) design needs to be consistent with progressive and systematic learning to meet the dynamic learning styles of individuals.
The study allows the field of instructional design to move into the future with a set of criteria enabling RLO designers the opportunity to address learners from a personal level and encourages flexible solutions to fit instructional objectives. In the future, we will be able to search RLO repositories not only for the content of the RLO but also search by the criteria established in this research. This represents information sharing from an instructional design perspective and not just from a content perspective.