Teachers and students find online curriculum content engaging, interesting and effective, reports Peter Freebody in this discussion about The Le@rning Federation's pilot review of its learning objects.

What is a learning object?

Learning objects are interactive, online, multimedia resources that are accessible from digital repositories and are re-usable in multiple settings for multiple purposes. They are usable in classrooms as units of work, usually accompanied by digital and non-digital materials. Learning objects were developed around four principles: learner focus, integrity, usability and accessibility. In order to be implemented successfully, learning objects needed to be integrated into overall curriculum goals, learning objectives and desired learning outcomes.

The available research

There is a notable gap in the research surrounding the question of motivational and learning effects of online content use in the classroom. Much of the available research has led to ambiguous or unimpressive conclusions, as Nichol and Watson (2003) assert: 'Rarely in the history of education has so much been spent by so many for so long, with so little to show for the blood, sweat and tears expended'.

But does the whole corpus of available research suggest that it's really as bad as all that? As sparse as it may be, there is also research available that has led to more encouraging conclusions regarding the motivational and positive learning effects of ICT in the classroom, for instance:

• A meta-analysis of over 100 research programs explored the instructional techniques and conditions that were linked positively with student learning. It was found that the multimodal nature of ICT and its ability to support the teacher in explicit teaching of new knowledge made it a valuable learning support.
• The development of online content has been found to be the most productive goal for school applications.
• A number of smaller research projects found positive effects of ICT in the classroom. For example, it has been found that ICT use by pupils and teachers led to positive motivational outcomes, and that ICT positively affected student behaviour both in and out of school. As a field of research, this area is characterised by many small-scale studies, and few large-scale studies that focus on the long-term effects on learning, engagement and motivation. This means that although there is research available outlining the positive effects of ICT use in classrooms, conclusions have not been reached regarding medium- or long-term effects of ICT use in schools.

Evidence from The Le@rning Federation's field review

The focus of the TLF field review was on the effectiveness of the learning objects in enhancing students' motivation and learning. The review was made up of two components: surveys of approximately 500 teachers and 1600 students; and case studies of six very different schools, chosen to represent a broad range of setting, demands and clienteles.

The review found a strong positive case for the implementation of online content in schools, finding:

• The use of TLF learning objects is generally supported enthusiastically by teachers and students.

Teachers expressed an understanding of the dramatic potential of the use of learning objects in their classrooms. The comments collected through both the surveys and case studies were so uniformly positive towards learning objects that it was not possible to locate a single general negative response to the online content trial program. Figure 1 represents the responses to general questions of 'helpfulness' of learning objects.

The enthusiasm teachers felt about the learning objects is reflected in the following case study teacher quote: 'I saw them and I was desperate to try them in the classroom immediately. I thought the kids are going to love this. They are so multi-dimensional. They will be excellent for engagement and also for reinforcing what we are doing elsewhere. They're too good not to use.'

Figure 1: Response rates to general questions of support for TLF online curriculum content by teachers

• The use of TLF learning objects motivates students to attend and engage with tasks.

On the whole, students described the features of the learning objects that helped them learn, and that they were not dependant on teachers help when working with online content. Teachers also responded positively to questions regarding student motivation and engagement with tasks. Figure 2 outlines the teacher responses on the impact of learning objects on students' motivation and persistence with tasks.

A typical comment from a tutor regarding the way learning objects have affected student motivation was: 'I like the fact that a lot of them are self-correcting. The kids can work independently and aren't calling out to you for help all the time. They call out, but it's to show you what they've done, and that's a very different thing.'

Figure 2: Teachers' ratings of the impact of learning objects on students' motivation and persistence with tasks

• The use of TLF learning objects enhances students' learning and interest in learning across a range of tasks.

Teachers were generally positive and enthusiastic about how well the learning objects enhanced students' learning and their interest in learning. They made particular reference to the usefulness of learning objects when tackling material that is traditionally hard to teach or when the students themselves are hard to teach. And they rated positively the impact of learning objects on students' learning of higher-order concepts and their depth of learning.

A typical teacher comment regarding the impact of learning objects on student learning was: 'The objects are so good at facilitating learning how to learn. You are often required to take on a role and become part of the game, you know, the author of the story.'

Despite this positive case, there were also difficulties and cautions associated with the use of TLF learning objects:

• Teachers reported that they needed considerable time to ensure their selection of learning objects was appropriate to their particular needs.
• Technical difficulties frustrated teachers and challenged the systems available at the schools.

Further implementation, research and evaluation

To obtain a deeper understanding of the efficacy of learning objects in the classroom, further research needs to be targeted. The preliminary analysis of the field review suggests that the following issues require more exploration:

• Learning objects are used more effectively in some tasks and for some learning purposes than others. Some subject areas are suited better to learning objects than others.
• There could be a significant difference in the efficacy and use of learning objects between primary and secondary level classrooms, possibly due to the differing time allocation, access to students and classroom structure. In most Australian schools, primary educators work with learning activities that are loosely integrated, whereas secondary school programs tend to be more tightly sequenced.
• Where, when, how and on whose say-so students get access to learning objects. The cultural, socio-economic and linguistic background of students interacting with learning objects may have an effect on the way they are utilised and received.
• The design of ICT workstations in relation to the classroom may well affect the way learning objects are utilised by teachers and students. In some cases, all students were taken to a computer lab, away from their usual classroom; whereas in other cases, two or three computers located in the classroom were used by select students at select times.

Conclusions

Complex issues surround the successful evolution of classrooms into digitally-informed spaces. However, there is a growing body of research that indicates the potential of ICT to bring about productive and positive changes to the way schooling is thought about, planned and implemented. This is where TLF's pilot field review is important, because it provides a strong, clear, positive case for the use of online curriculum content by showing that:

1. online curriculum content is supported by teachers and students
2. participants believe online content motivates students to attend and engage with tasks
3. online content enhances students' learning and interest in learning across a range of tasks.

The nature of knowledge and the way students need to engage with the world both in and out of the classroom is being changed rapidly by the penetration of new technologies. The task for educational researchers now is to document the immediate and sustained consequences of engagement with digitised curriculum content, in a way that is formally connected to the improvement of classroom practice. At the same time, the task for teachers is to create digitised learning spaces that allow students to engage with the resources they need to navigate new journeys towards new forms of work and citizenship.

Reference

Freebody, P (2005). Does the use of online curriculum content enhance motivation, engagement and learning? The Le@rning Federation trial review, available at www.thelearningfederation.edu.au

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