Best Practices for Online Learning Objects
Numerous articles discuss and suggest good principles of design for online modules. Many of the suggestions in the articles reinforce a constructivist pedagogical approach.
In “Transporting Good Library Instruction Practices into the Web Environment: An Analysis of Online Tutorials,” Dewald suggest that there are seven key principles for good design for online, asynchronous instruction. These include:
Additionally, those using the online module should have the ability to ask for additional assistance. In this study, the author evaluated twenty online tutorials, and noted that most did not integrate all features.
Halpern and Tucker, in their article, “Leveraging Adult Learning Theory with Online Tutorials.”, state that modules should:
The authors suggest that the modules should:
In “Creating, Sharing and Reusing Learning Objects to Enhance Information Literacy,” Russell provides an overview of creation of reusable learning objects at Institute of Technology Tallaght, Dublin. The author argues that many issues need to be considered when designing online modules including
Additionally, the author also recommends that modules:
Additionally, Russell argues that embedding an online learning object can encourage deep engagement, and refers to diversity in learning and the use of VARK, which includes using a visual, auditory, and textual approach to instruction. Other suggestions by Russell include:
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