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Web-Based Learning Objects in School Education

Pedagogical Usability Issues

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Multiple Perspectives on Problem Solving and Learning in the Digital Age

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Abstract

The added value of Web-based learning objects (WBLOs) lies in supporting learners to acquire the right knowledge and skills in order to function as active and collaborative learners. To realize this, WBLOs must be both technically and pedagogically usable. Technical usability in itself is not sufficient. To support the learning process, the usability concept must be extended to include pedagogical considerations. The importance of pedagogical usability in education has been recognized, but not sufficiently researched. In addition, little research has been done to evaluate the pedagogical value of WBLOs. The main goal of this paper is to show how to foster pedagogically usable WBLOs in school education. The article also reports on students’ perceptions of WBLOs by means of survey questionnaires

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Author information

Authors and Affiliations

  1. University of Agder, Serviceboks 422, 4604, Kristiansand, Norway

    Said Hadjerrouit

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  1. Said Hadjerrouit
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Correspondence to Said Hadjerrouit .

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Editors and Affiliations

  1. Abt. Lernforschung, Universität Freiburg, Rempartstr. 11, Freiburg, 79085, Germany

    Dirk Ifenthaler

  2. Learning & Performance Support Lab., University of Georgia, Aderhold Hall 605, Athens, 30602, Georgia, USA

    J. Michael Spector

  3. Universidade Aberta, Rua de Junqueria 86, Lisboa, 1300-344, Portugal

    Pedro Isaias

  4. Dept. Technology in Education &, Digital Systems, University of Piraeus, Androutsou St. 150, Piraeus, 185 32, Greece

    Demetrios Sampson

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Hadjerrouit, S. (2011). Web-Based Learning Objects in School Education. In: Ifenthaler, D., Spector, J., Isaias, P., Sampson, D. (eds) Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7612-3_4

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