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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

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Updated: Jun 3, 2026

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
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Published on: June 10, 2021

Creating an e-learning module from learning objects using a commentary or 'personal learning assistant'.

R M Harden1, I H Gessner, M Gunn

  • 1The University of Dundee, UK. r.m.harden@dundee.ac.uk

Medical Teacher
|April 5, 2011
PubMed
Summary
This summary is machine-generated.

Learning objects (LOs) offer a promising approach to e-learning. A commentary-based method enhances LO integration by providing context and pedagogical support, revitalizing their adoption in digital education.

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Published on: September 27, 2020

Area of Science:

  • Educational Technology
  • Digital Learning Environments
  • Instructional Design

Background:

  • Learning Objects (LOs) were initially promising for e-learning but adoption has waned.
  • This decline is partly attributed to an overemphasis on technical aspects (interoperability, reusability) over pedagogy.
  • Existing approaches often lack sufficient context and pedagogical integration for effective LO use.

Purpose of the Study:

  • To describe a practical method for constructing e-learning modules using Learning Objects.
  • To address the pedagogical gap in LO implementation by introducing a linking commentary.
  • To demonstrate how a commentary can enhance the contextualization and relevance of LOs for learners and instructors.

Main Methods:

  • Developing e-learning modules by selecting and integrating digital Learning Objects.
  • Creating a 'commentary' to link and introduce selected LOs within the module.
  • Utilizing the commentary to provide context, guide learners, and connect LOs to curriculum outcomes.
  • Allowing instructors to add their own comments to tailor LOs for specific programs.

Main Results:

  • The commentary successfully links and contextualizes Learning Objects within e-learning modules.
  • This approach provides a 'personal learning assistant' function, guiding learners and relating content to outcomes.
  • The commentary facilitates instructor input, reducing the need to adapt or exclude LOs.
  • Successful adoption in e-learning program development indicates a viable solution.

Conclusions:

  • A commentary-driven approach can effectively revitalize the use of Learning Objects in e-learning.
  • Integrating pedagogical context through commentary addresses a key limitation in LO adoption.
  • This method enhances learner engagement and instructor control in digital resource creation.
  • Educators are encouraged to reconsider and implement LOs using this practical strategy.