Abstract: This study examined the perceived effectiveness of a collaborative evaluation process for teaching qualitative aspects of learning object design in a distance education course at Athabasca University in Alberta, Canada. Working in groups of four, 24 distance students in a graduate level instructional design course participated in two 2-hour audio conferences, using a convergent participation model for the evaluation of learning objects. After the first conference, which featured study and application of the nine criteria of the Learning Object ...
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Topics: 
Mathematics education
Knowledge management