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Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this(More)
While discussion of the criteria needed to assess learning objects has been extensive, a formal, systematic model for evaluation has yet to be thoroughly tested. The purpose of the following study was to develop and assess a multi-component model for evaluating learning objects. The Learning Object Evaluation Metric (LOEM) was developed from a detailed list(More)
The purpose of this article was to provide a comprehensive review of research on video podcasts from 2002 to 2011 in order to guide future studies and educational practice. Fifty-three, peer-reviewed articles were selected from an extensive search of the literature. Key topics included the history and growth of video podcasts, types of podcasts, previous(More)
Previous research on the development of learning objects have three notable characteristics: a focus on either technical or learning features, but not both, a target audience consisting exclusively of higher education students, and the absence of formal evaluation. This study provides a detailed description and formal evaluation of a multi-component model(More)
Problem-based video podcasts provide short, web-based, audiovisual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions, and(More)