The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/22040 |
| Date | 13 May 2013 |
| Creators | Moseley, Brian Isles |
| Contributors | Teaching and Learning, Lockee, Barbara B., Potter, Kenneth R., Burton, John K., Cennamo, Katherine S. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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