Article Summary and Reflection

Article Analysis of An Exploratory Study into the Efficacy of Learning Objects
Prepared by Marla Landreth
EdTec 700 • Fall 2009
Instructor: Farhad Saba, Ph.D.
Associate Instructor: Kristina Killian, M.A. Ed.

Citation
Farha, N.W. (2009). An exploratory study into the efficacy of learning objects. The Journal of Educators Online, 6(2), Retrieved from http://www.thejeo.com/Archives/Volume6Number2/FarhaPaper.pdf

Summary
Farha describes a study he undertook to compare the efficacy of learning objects in comparison to traditional textbook-based instruction. Care was taken to select a heterogeneous population of study participants from four categorically distinct institutions of higher learning. Farha collected secondary demographic data in order to analyze and measure such factors as age, gender and gaming experience. He also undertook to ensure the study incorporated a Posttest Only Control Group design, which he describes as "truly experimental." Because so little research exists in this area, Farha entered the study with few personal expectations regarding outcome. An expert at an online teaching repository suggested it was unlikely the interaction would significantly significantly improve learning outcomes over more traditional methods of delivery.

Thus, it was somewhat surprising that mean scores for the learners using the interaction were almost three times higher than those of participants using traditional learning methods.

Further, through analysis of data via independent samples t-tests and one-way Analyses of Variance (ANOVAs), Farha was unable to find any statistically significant variance associated with demographic characteristics such as age, gender or gaming experience.

This absence implies that the learning object itself, and not any demographic characteristic or combination of characteristics, produced the markedly different learning outcome.

Finally, it's important to emphasize that this is one study in an area where there has been little other scientific analysis. While Farha has taken care to ensure the scientific validity of his results, in his writing he repeatedly mentions the need for further studies and the need for funding such studies.

Reflection
As a corporate content author who spent time advocating for learning objects in general, and simulations in particular, this study is very good news indeed. Learners consistently tell us they learn more from simulation than lecture. When we are learners, we share the same view, but it's difficult sometimes to get funding for authoring tools and the time to incorporate learning objects into content.

One element I find important is found in Farha's working definition for the term learning object. Beginning with Mitchell's definition which to paraphrase includes these characteristics: digital resources, pedagogically sound, small chunks, interoperable, reusable, self-contained, durable and metatagged, Farha added interactivity and the presence of an assessment component. I suspect the interactivity characteristic was key to the resultant findings of learner success and the presence of the assessment was key to measuring and proving that success.

The contribution of interactive learning objects in general, and for certain skills, learning objects that provide simulation, need to be studied further. I suspect these data will lead to them becoming standard tools in training, both in the classroom and at a distance. Newer authoring tools that weren't present a decade ago, now exist allowing content authorts to efficiently create and deliver effective learning experiences.

In my corporate training experience, I found little empirical data of the efficacy of learning interactions, with the important exception of the work of Ruth Clark, et. al., and even less that measure the value of interactivity and assessment. Like Farha, I look forward to greater funding of such studies. In my opinion, the publication of resultant data will support the value interactive learning objects and I think it will result in more effective learning, in particular corporate learning, with greater autonomy and less transactional distance.