Learning from Online Modules in Diverse Instructional Contexts

Gwen Nugent, Amy Kohmetscher, Deana M. Namuth-Covert, John Guretzky Guretzky, Patrick Murphy, DoKyoung Lee
Interdisciplinary Journal of e-Skills and Lifelong Learning  •  Volume 12  •  2016  •  pp. 113-121
Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.
learning objects, online learning, instructional context, multimedia instruction, online modules
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