Running head: INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
W4: Literature Review:
Effective Instructional Approaches Using Learning Objects in E-learning Environments
Guillermina Gonzalez
California State University, San Bernardino
1
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
Effective Instructional Approaches Using Learning Objects in E-learning Environments
Introduction
Research on effective instructional approaches using learning objects in e-learning
environments is important to instructional designers everywhere. Instructional designers
maximize students’ potential and successful performance in e-learning courses by ensuring that
the learning environment is the most conducive to learning. The instructional designers’ role is
one of the factors that contribute greatly to successful e-learning environments, but the most
effective instructional approaches need to be utilized by integrating vital components into course
design, which will continue to keep high levels of student motivation throughout courses.
Therefore, instructional designers must integrate the most effective instructional approaches
according to current research in e-learning. Learning objects is one aspect that can enhance
student learning.
Summaries
The military is interested in determining the most effective instructional approach using
virtual learning objects (VLO) included in simulations. According to research conducted by
Fiorella, Vogel-Walcutt, and Schatz (2012), 60 undergraduate university students were recruited
and randomly placed into one of the three groups: receiving spoken-text feedback, printed-text
feedback, or no feedback during simulation based training (SBT) in which, “a primarily visual
task environment consisting of complex decision-making scenarios. Participants played the role
of a military Fire Support Team (FiST) member and were told how to execute call for fire (CFF)
tasks within a computer-based simulator” (p. 226). The study:
extends past research on the modality principle of multimedia learning by comparing the
use of spoken- versus printed-text real-time feedback in an SBT environment [in which]
2
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
… Results indicated that the Spoken Group demonstrated greater decision-making
performance during training and assessments compared to the Printed Group. (Fiorella et
al., 2012, p. 223)
The positive outcome is attributed to the manner in which feedback was delivered that did not
obstruct the participants’’ concentration on the visual task they were performing.
In addition, Vogel-Walcutt, Gebrim, Bowers, Carper, and Nicholson (2011) also conducted a
study with 78 undergraduate psychology course participants that “investigates the relative utility
of [cognitive load theory] CLT and constructivist-based approaches for teaching complex skills
using a military command and control task” in a simulated environment used by the Marine
Corps (p. 133). Results were inconclusive as “the acquisition of procedural, declarative, and
conceptual knowledge, as well as decision-making skills, did not differ as a function of the type
of instruction used … that question the utility, efficiency, and impact of [problem-based
learning] PBL strategies in applied domains” (as cited in Vogel-Walcutt et al., 2011, p. 142). It
is evident that the military continues to lead in its utilization of the most effective instructional
strategies using learning objects in simulated learning environments in comparison to its
educational institutions: kindergarten through grade twelve counterparts. However, studies that
are conducted within school settings have shown positive results. For instance, Ketelhut,
Nelson, Clarke, and Dede (2010) conducted a study with about 2000 middle school students
from “geographically diverse urban areas” during 2004-2005 that:
investigated novel pedagogies for helping teachers infuse inquiry into a standards basedcurriculum. Using a multi-user virtual environment (MUVE) as a pedagogical vehicle,
teams …solved problems around disease in a virtual town … [in which] students
interacted with ‘avatars’ of other students, digital artefacts and computer-based ‘agents’
3
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
acting as mentors and colleagues in a virtual community of practice set during the time
period when bacteria were just being discovered. (Ketelhut et al., 2010, p. 56)
Even though, the results “varied depending on the assessment strategy employed” the outcome
was positive (Ketelhut et al., 2010, p. 56). During the study, researchers noticed “that student
attendance improved and disruptive behavior dropped during the implementation” and there was
a 5% increase in students that showed interest in a science career in comparison to the control
group in a three week period (as cited in Ketelhut et al., 2010, p. 64). Instructional designers
need to integrate the use of learning objects into simulations as the study showed that “virtual
environment-based curricula can teach standards-based biological content infused with complex
inquiry skill as well or better than good traditional approaches do” (Ketelhut et al., 2010, p. 67).
Instructional designers must be knowledgeable in the latest research and apply the findings into
their work to create e-learning environments that will motivate and inspire students to reach their
potential in their own learning.
Review/Commentary of the Articles
Fiorella’s et al., (2012) research includes effective e-learning approaches using
instructional design with the use of learning objects in simulations that have shown to be
successful methods in the military as evident with the use of simulations and feedback embedded
into performance tasks. This method could be easily integrated into education in which other
instructional designers integrate the use of virtual games that employ simulations into
educational settings with the use of game simulations within their curriculum with an immediate
feedback component. However, there needs to be more research conducted in other types of
feedback as the study only included explanatory feedback in a timed learning environment.
4
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
Although, the article was informative in providing information on simulations with effective use
of immediate feedback increasing higher order thinking skills.
Vogel-Walcutt’s et al., (2011) work is also useful to instructional designers working on
educational games and avoiding problem-based learning in order to prevent some of the same
drawbacks encountered in this study. For example, research conducted on “PBL’s strategies was
often based upon results from non-traditional assessments such as the comparison of the number
of hypotheses generated during problem solving or the creativity of participants’ diagnosis
process in a medical setting, but not based on the accuracy of their skills (as cited by VogelWalcutt et al, 2011, p. 142). It must have been the lack of feedback that made this PBL task
ineffective because it is similar to Fiorella’s et al., (2012) research as the tasks were similar.
This is discouraging through the perspective of an instructional designer as not all PBL tasks are
created effectively and it is important to be able to differentiate between a successful model and
an unsuccessful one. In addition, PBL requires an extensive amount of time for learners to
complete tasks and also involves a considerable amount of time and resources used during the
creation of instructional materials by the instructional designer.
Ketelhut et al., (2010) research is informative for teachers working as instructional
designers trying to create authentic learning opportunities for their students in which, higher
levels of thinking skills and cooperative group work will be utilized. However, more
background information needs to be provided on the particular software that was used. Even
though, the idea itself can be employed without the exact software itself in a classroom since it is
no longer available. The article is worth reading for anyone working in education with K to 12
students. This particular task involving learning objects can be replicated to other disciplines in
science and math.
5
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
Conclusion
The finding of this literature review could be used to ensure that instructional designers
and/or teachers design e-learning opportunities for students, which are effective in a school
setting. The increased use of technology in education will change the K-12 educational public
school setting with more opportunities to implement e-learning and technology into the
curriculum. It will help to better prepare students for the challenges they will encounter in their
future involving their educational endeavors and careers. The difference instructional designers
can make in the lives of their students is monumental so more time and effort needs to be
involved in creating effective instructional approaches using learning objects in an e-learning
environment.
6
INSTRUCTIONAL APPROACHES USING LEARNING OBJECTS
References
Fiorella, L., Vogel-Walcutt, J. J., & Schatz, S. (2012). Applying the Modality Principle to Real-Time
Feedback and the Acquisition of Higher-Order Cognitive Skills. Educational Technology
Research and Development, 60(2), 223–238.
Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A Multi-User Virtual Environment for
Building and Assessing Higher Order Inquiry Skills in Science. British Journal of Educational
Technology, 41(1), 56–68.
Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive
Load Theory vs. Constructivist Approaches: Which Best Leads to Efficient, Deep Learning?
Journal of Computer Assisted Learning, 27(2), 133–145.
7