Safaan, S. (2017). The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time. Journal of Research in Curriculum Instruction and Educational Technology, 3(3), 45-68. doi: 10.21608/jrciet.2017.24447
Samy Abdelwahab Safaan. "The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time". Journal of Research in Curriculum Instruction and Educational Technology, 3, 3, 2017, 45-68. doi: 10.21608/jrciet.2017.24447
Safaan, S. (2017). 'The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time', Journal of Research in Curriculum Instruction and Educational Technology, 3(3), pp. 45-68. doi: 10.21608/jrciet.2017.24447
Safaan, S. The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time. Journal of Research in Curriculum Instruction and Educational Technology, 2017; 3(3): 45-68. doi: 10.21608/jrciet.2017.24447
The Impact of Different Modes on Building learning objects when Designing E-lessons on Achievement, Attitude, and Time
Nile Higher Institute for Business Technology in Computer Sciences
Abstract
T
he purpose of this paper is to examine and present in an orderly fashion the implications of various approaches to the development of learning objects (e.g., instruction, collaboration, practice with hints, and assessment). To promote the learning of variables, types of data, control statements and loops, learning objects were developed in Learning Management System (LMS) E-lessons by college students who are enrolled in a visual programming course. The process of development involved one of the following four approaches: an approach based on instruction, practice with hints, collaboration and evaluation; an approach based on collaboration and practice with hints; an approach based on instruction, collaboration, and evaluation; and an approach based exclusively on instruction. In contrast to learning modules without e-learning practice on post-tests, according to the sample findings, the learning modules with e-learning practice performed better. The attitudes of the group with practice were also more positive. Further, unlike the samples that use instruction only, the samples with complete learning approaches took longer to finish the E-lessons
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