Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale

Authors:
Robin Kay
Affiliations:
University of Ontario, Institute of Technology, Faculty of Education, 11 Simcoe St. North, Oshawa, Ontario, Canada L1H 7L7
Venue:
Computers in Human Behavior
Year:
2011

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Abstract

Web-based learning tools (WBLTs), also known as learning objects, are online, interactive tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research examining the effectiveness of WBLTs is somewhat limited because sound, reliable, valid evaluation metrics are sparse, particularly in the K-12 environment. The purpose of the following study was to re-examine the Learning Object Evaluation Scale for students (LOES-S), originally developed by Kay and Knaack (2009), to assess three key constructs: learning, design, and engagement. Over 800 middle and secondary schools students participated in high quality, pre-designed lessons intended to accentuate the use of WBLTs. Data collected from the new WBLT Evaluation Scale demonstrated good internal reliability, construct validity, convergent validity and predictive validity.