EVALUATION REPORT: ONLINE LEARNING OBJECT 1

Evaluation Report: Asynchronous Articulate Beginner German Grammar Lesson

Kayla Weiglein
Instructional Design and Technology, University of Cincinnati
IDT 8130: Master’s Project
Dr. Seo
March 13, 2022
EVALUATION REPORT: ONLINE LEARNING OBJECT 2

Table of Contents
Abstract……………………………………………………………………………………………3
Introduction………………………………………………………………………………...……...4
Instructional Design Models…………..…………………………………………………….….…6
Data Analysis and Results……………………...…………………………………………………8
Recommendations…………………………………………………………………………...…...14
Reflections…………………………………………………………………………...………..…16
References…………………………………………………………………………………….….19
Appendix A………………………………………………………………………………………21
Appendix A………………………………………………………………………………………26
EVALUATION REPORT: ONLINE LEARNING OBJECT 3

Abstract
The evaluation report for the digital story online learning object for beginner and intermediate

level German two-way prepositions was conducted using a Microsoft Form that was distributed

to learners in a 1002 online synchronous beginner German language course at the University of

Cincinnati. The evaluation was split into two overarching categories (1) technology adoption and

(2) usability. Technology adoption was broken down into the subcategories of effort expectancy,

attitude, facilitating conditions, and previous experiences. Usability was broken down into the

subcategories of readability and ease of use. These categories were evaluated by four target

learners. The target learners were tasked with fully engaging with the learning object prior to

completing the accompanying questionnaire. The online learning object included formative and

summative assessments throughout the duration of the object as well as at the end. According to

Meyer et al. (2014), formative assessments are defined “as a process used by teachers and

students during instruction that provides feedback to adjust ongoing teaching and learning to

improve students’ achievement of intended instructional outcomes." The summative

assessments are toward the end of the learning object and place the prepositions in more real-

word contexts to show the students contextualized instances where the prepositions are needed

and why the differences in their various definitions are vital to convey meaning in the target

language. According to Meyer et al. (2014), summative assessments “are assessments that

measure what students know and do not know at a particular point in time.” For the online

learning object, the summative assessment is in the form of a writing activity where students

must apply newly acquired knowledge into forming a letter to a friend in the target language that

requires them to utilize two-way prepositions. The questionnaire results were analyzed in order

to pinpoint the revisions needed in the learning object to increase the usability and accessibility
EVALUATION REPORT: ONLINE LEARNING OBJECT 4

while reducing the technological barrier so that the content of the object is the primary focus for

target audiences in the future.

Introduction
The driving force behind the creation of a digital storytelling module on two-way

prepositions in German is to provide target learners additional grammar support outside of the

classroom. According to Dick et al. (2014), the target population is “the ones [leaners] you want

to “hit” with the appropriate instruction” (p. 96). The target audience or demographic for this

learning object would be adult learners in their second semester of German in a university

setting. For the last four years, the German department at the University of Cincinnati (UC) has

taught hybrid classes, and since the COVID-19 pandemic in 2020, courses have consistently

been offered fully online for the beginner German language courses. Due to this drastic shift over

a short period time, there is great demand for online resources for students to be able to engage

with independently from the in-class space. Whether the courses are hybrid, synchronous, or

asynchronous, the amount of work that students are completing online at home has significantly

increased over the last two years.

The digital story, created using Articulate Storyline, is an attempt to create an at-home,

self-paced learning module on a specific German grammar topic that is first introduced in the

first and second semester beginner German language courses. According to Robin (2008), digital

storytelling is “the technology application that is well-positioned to take advantage of user-

controlled content and to help teachers overcome some of the obstacles to productively using

technology in their classrooms” (p. 222). This fusion of technology and traditional storytelling

allows the designer creative freedom in choosing topics that tailor to their classrooms or training

and create a self-guided narrative. My digital storytelling module is a learning object that is
EVALUATION REPORT: ONLINE LEARNING OBJECT 5

embedded into a Canvas course. It is paired with a weekly module in my 1002 beginner German

level class that discusses household items using movement versus location with prepositions.

Two-way prepositions or “Wechselpräpositionen” are challenging because the German

prepositions, such as “in,” “an,” “auf,” “hinter,” etc., govern both the accusative and dative

cases, have multiple meanings, and are easily mixed up by native English speakers since many of

them are cognates or false cognates. Therefore, mastery of two-way prepositions in German is

inconsistent among learners at the A1, A2, B1, and B2 language levels. Ideally, learners should

be at the A1 level by the time they finish their first semester of German language. By the end of

their second semester, they should be at an A2 level. The levels continue as they progress

through their German language studies. These levels are based on instruments used within the

Common European Framework of References for Languages: Learning, Teaching, Assessment

(CEFR). This framework was created to “provide a transparent, coherent and comprehensive

basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching

and learning materials, and the assessment of foreign language proficiency” (Council of Europe,

2022, para. 1). These levels are engrained in the communicative approach which is a teaching

approach used in second language learning that places the primary focus on the improvement of

communicative proficiency. This is done through the application of language rules in order to

create grammatical structures (Irmawati, 2012). In summary, learners focus on patterns and

memorizing phrases rather than individual grammatical concepts. For example, in the first week

of a first semester German language course, students are taught the question “Woher kommen

Sie?” (Where are you from?). Their response should be formulated similarly by restating the

question into a statement “Ich komme aus…” (I am from ….). Instead of learning every

grammatical component such as subject/word agreement, formatting of yes/no questions,

EVALUATION REPORT: ONLINE LEARNING OBJECT 6

prepositional phrases, etc., the learner is to focus on the pairing of “kommen” and the preposition

“aus” and memorizing the formulation of the word order.

The combination of being online and covering a difficult grammatical topic is the

inspiration behind the creation of this digital story that allows students to take their time

processing information and establishing patterns. The learning object is not meant to be used as

an official assessment or to replace a regular course lesson, but rather a low stakes practice

exercise to serve as a review and additional aid for struggling students or students who tested

into 1002 and have not had German since high school, which could have been years prior to

entering my classroom.

Instructional Design Models

The overarching instruction design model used to guide the design of my online learning

object is the ADDIE Model. The ADDIE Model consists of five phases including analysis,

design, development, implementation and evaluation (McGriff, 2000). This approach is focused

on being learner-centered rather than the more traditional instructor-centered where the instructor

is the focal point of instruction.

Analysis
The analysis phase is “the process of defining what is to be learned” (McGriff, 2000,

p.1). For the digital story, I first identified the needs, problems, and tasks that the learning object

will fill. As mentioned previously, the need and problems the learning object is trying to address

is the swift transition to online learning environments due to the pandemic and providing

additional help to struggling students that is self-paced. The textbook used at the beginner

German language levels at UC is based in the communicative and flipped classroom approach.

This environment does not always provide in-class time for additional grammar instruction or
EVALUATION REPORT: ONLINE LEARNING OBJECT 7

review. The students are to come to class already having read and practiced structures on their

own. The learning object was designed to be a guide or supportive aid within context. This is

where the textbook used is lacking. There is no correlation between the activities done at home

and the textbook activities conducted in class. The data collected from my evaluation shows that

the content overall is not the issue, but the delivery. By the delivery I mean not only the context

but also the facilitation environment.

Design
The design phase is “the process of specifying how it is to be learned” (McGriff, 2000,

p.1). The objectives for the digital story need to be feasible and measurable. There also needs to

be balance in the objectives to not overburden the learner. In the design portion of my online

learning object, there were multiple stages to the development of the prototype. First, the

objectives were outlined, then the context. Since the digital learning object is designed to be

implemented throughout various German language levels, the context and vocabulary need to be

appropriate, adaptable, and not create a high cognitive load.

Development
The development phase is “the process of authoring and producing materials” (McGriff,

2000, p.1). This design phase included creating a narration script and storyboarding the learning

object to ensure each slide flows together. The media used is also a part of this phase. Articulate

Storyline was the software chosen for this learning object, which, like other tools, influences the

design and implementation process since tools have both strengths and weaknesses. I knew

during the design process that the target learners would most likely not have access to the same

software, therefore I needed to ensure that there was a way for them to easily access the object.

Implementation
EVALUATION REPORT: ONLINE LEARNING OBJECT 8

The implementation phase is “the process of installing the project in the real-world

context” (McGriff, 2000, p.1). The learning object is intended to be completed outside of class

time as an additional aid for learners to practice at their own pace. The object is added to the

Canvas course page for students to have continuous access. The real-world context is used

throughout the learning object. I take each concept, chunk the information, and then create

formative and summative assessments that place the grammar into real-world situations such as

writing a letter, traveling, reading a blog, etc. These contexts demonstrate the use of the

grammatical concepts in language scenarios used every day.

Evaluation
The evaluation phase is “the process of determining the adequacy of the instruction”

(McGriff, 2000, p.1). This phase demonstrates the effectiveness of the object using formative

and summative assessments. There are formative assessments following each chunk of

information on the slides in the learning object. At the end of the object, there are summative

assessments that combine the information and task the students with writing in a real-world

context. The results of these assessments demonstrate the learners’ understanding after having

completed each section of the object. For both the learners and the instructors, the assessments

provide information on what the learners can do and the level of mastery after having completed

the learning object. The assessments are also an opportunity for the instructor to evaluate the

shortcomings of the object and to then revise and revamp the object to better tailor it to the

learners’ diverse needs.

Data Analysis and Results

The evaluation was conducted with the goal of creating an online digital story that is free

of technological barriers by evaluating the technological adoption and usability of the online
EVALUATION REPORT: ONLINE LEARNING OBJECT 9

learning object. According to Tcha-Tokey et al. (2016), technology adoption is “the actions and

decisions taken by the user for a future use or intention to use the virtual environment” (p. 3).

This measures the success the target learners had with this type of perhaps unfamiliar

technological lesson delivery. Tcha-Tokey et al. (2016) describes usability as the “ease of

learning (learnability and memorizing) and the ease of using (efficiency, effectiveness and

satisfaction) the virtual environment” (p. 3). Usability gauges the usefulness of the learning

object. Using the evaluation plan as a guide, I analyzed the data from the questionnaire provided

to the learners in my 1002 beginner German language course.

I utilized the Questionnaire for User Satisfaction (QUIS) which is a measurement tool

created to “assess a computer user's subjective satisfaction with the human-computer interface”

(Stanton, 2013, p. 12). It is important to me that the content is the focus of the learning object,

and the technology component is barrier free and easily accessible. This questionnaire focuses on

gathering information on screen visibility, terminology, system information, learning factors and

system capabilities. For the usability portion of my questionnaire, I utilized the Usefulness,

Satisfaction, and Ease of Use (USE) questionnaire. Each of these components is what determines

user satisfaction and regularity of use that demonstrates the participants’ sense of what is and

what is not usable and applies among various domains (Lund, 2001).

Once the questionnaires were collected, the following step in the analysis was creating a

Microsoft Excel spreadsheet that displays and calculates the data from the four participants who

completed the questionnaire. I used the formula functions in Microsoft Excel to find the total,

mean, standard deviation, variance, coefficient of variation, and if the COV is high or low. In

order to use this analysis, points were attributed to each choice on the fifteen items for which a
EVALUATION REPORT: ONLINE LEARNING OBJECT 10

four-point Likert scale was used. According to Nemoto (2014), a Likert scale “is a psychometric

scale that has multiple categories from which respondents choose to indicate their opinions,

attitudes, or feelings about a particular issue” (p. 2). A Likert scale questionnaire is a frequently

used instrument for measuring effectiveness such as motivation and self-efficacy. The point

attributions were as follows: 1-Strongly Disagree, 2-Disagree, 3-Agree, and 4-Strongly Agree.

Note that the Likert scale was only used for fifteen out of the twenty questions. Since the other

questions were multiple choice and open-ended, the same point values were not attributed to the

remaining five questions.

Figure 1 provides a break down and summary of the results of my evaluation. The survey

consisted of 20 closed, multiple choice, and open-ended questions divided into three question

sets. The second set of questions is multiple choice or a Likert Scale “Level of Quality” where

participants had five selections to choose from that include the following: exceptional, very

good, good, fair, and poor (Vagias, 2006, p. 2). The third set of questions were open-ended,

where participants were asked to write out their answers but had the freedom to write as much or

as little as they felt.

Figure 1

Questionnaire results
Questio Question Sample Mean Standard Variance
n Size x−x- Deviation s2
Number n s

Effort expectancy Subscale

1 The online learning object is 4 3.25 0.5 0.25

simple and easy to use.
EVALUATION REPORT: ONLINE LEARNING OBJECT 11

2 The online learning object 4 1.75 0.5 0.25

required more effort and time
than expected.
3 The learning object is 4 1.25 0.5 0.25
challenging to use and time
consuming.
Attitude Towards Technology Use Subscale

4 I became frustrated while using 4 1.5 0.57735 0.333333

the learning object.

5 I did not become frustrated while 4 3.25 0.957427 0.916667

using the learning object.

6 The learning object had no 4 2.75 0.5 0.25

impact on my attitude.

7 How would you describe your 4 3.75 0.5 0.25

overall experience with the
online learning object?
8 What were three things you liked Participant 1: I liked that it had a writing
about the learning object? element. I liked all the photos that helped to
describe the situation. I liked that the examples
were easy to understand and attempt.

Participant 2: I liked that there was a refresher

lesson before every activity.

Participant 3: Three things I liked about the

learning object was how it was broken down
into everything specific on the left side and one
could easily maneuver between them whenever
you'd like, if you needed to go back and see
something again. I also liked how it was split
into four categories which would take you
directly to the start of that section.

Participant 4: It was simple to navigate. It was

9 What were three things you
disliked about the learning
easy to understand what each activity was
simple to understand. The design was sleek and
clear.
Participant 1: At points, I didn't always know
what to click to proceed forward. I did not
EVALUATION REPORT: ONLINE LEARNING OBJECT 12

object? really like that you got to choose what you

wanted to work on first and that I kept getting
pulled back to the select screen. I don't really
like seeing the menu on the side and being able
to click through.

Participant 2: In the writing section, some of the

words would get covered up by the clip art so I
wasn't able to see if i wrote everything
correctly.

Participant 3: I could not see the entire screen

most of time, as it was bigger than what was
allocated. However, I did not download the .zip
so this may not be a problem if you download
it. Second, I wish that on the left-hand side
selection bar you could organize the countless
slides into folders so that you could close
everything you didn't need at the time
depending on what category you were in. Third
there was no pause or rewind for the audio, and
you had to click on the slide again to replay it.

Participant 4: Written answers in online

platforms doesn't usually go well. some of the
slides were a bit cluttered. The cartoon woman
was kind of creepy.
Facilitating Conditions Subscale

10 The learning object was useful in 4 3.75 0.5 0.25

helping me understand 2-way
prepositions.
11 The learning object was not 4 1.5 0.57735 0.333333
useful in helping me understand
2-way prepositions in German.
East of Use Subscale
13 I learned how to use the Online 4 3.75 0.5 0.25
Learning Object quickly.

14 The learning object requires the 4 3.25 0.5 0.25

fewest steps possible to
accomplish what I want to do
with it.
EVALUATION REPORT: ONLINE LEARNING OBJECT 13

15 The navigation of this learning 4 3.5 0.57735 0.333333

object is manageable.

16 It is easy to find the content 4 3.25 0.5 0.25

needed to complete the tasks.

17 It is easy to navigate back to the 4 3.25 0.5 0.25

homepage at any point
throughout the learning object.
18 What barriers have you Participant 1: Sometimes it wouldn't kick back
encountered when engaging with to the main page, and I just had to click through
online learning objects?
Participant 2: Like I said before, the clipart on
the writing sections was covering the text.

Participant 3: None so far, everything seems

very easy to understand and learn

Participant 4: Lack of support for certain

platforms or browsers.
Readability Subscale
19 The icons used are easily 4 3.5 0.57735 0.333333
recognizable and help identify
the task performed. 
20 Reading the characters and text 4 3.5 0.57735 0.333333
on the screen was easy.

Notes: The data in the table is reverse-coded but not reverse-scored. This means that positive
questions were formulated in a negative way.

Based on the results shown in Figure 1, the results for the positive and negative

formulated questions were extremely similar based on the overall means. This tells me that the

participants overall had similar experiences when engaging with the digital learning module and

that my sample size was too small. Had I had a larger sample or collected data from two different

courses, I think my results would have varied more and the revisions I need to make would stand

out more. I found that the open-ended questions turned out to be more useful for me overall. I
EVALUATION REPORT: ONLINE LEARNING OBJECT 14

wish I would have also conducted an interview or perhaps that will be the next step in the

ADDIE process of my design with revisions during the evaluation process.

Through both the data and open-ended responses, I see that less is more may be a concept

to apply to the revision of my object. The lower scores in Figure 1 and the comments show that

the questions regarding the overall design of the learning object is too cluttered and there is too

much to navigate through. The menu is too overwhelming and there are too many visual and

audio components on each slide.

Recommendations
Figure 2 shows the menu bar for the online learning object. Based on the feedback

received from participants, my plan is to pare down the menu and make the navigation less

overwhelming. To do this, I will attempt to either create folders or simplify the information

being presented, thereby creating fewer slides for target learners to work through.

Figure 2
Menu Bar of Learning Object
EVALUATION REPORT: ONLINE LEARNING OBJECT 15

Participants also noted that some of the slides were overwhelming and overly cluttered,

making them hard to read. Based on this feedback, I will examine the learning object to ensure

consistency among the slides by keeping the backgrounds and icons simple and clear. In my

regular in-class lessons, ensuring that the pictures are helpful for conveying meaning rather than

being a decorative distraction is vital. I will navigate through the learning object slides and

eliminate or add visual aids and icons that directly help convey the meaning when the vocabulary

requires it. Figure 3 shows an example of an unnecessary image that participants found

distracting to the objective of the assessment. Since the learners are tasked with matching the

prepositions, the visual of a narrator is not needed when spoken and written instructions are also

provided. This will also help with potential accessibility barriers ensuring the font, images, and

colors can be read easier by the target learners.

Figure 3
EVALUATION REPORT: ONLINE LEARNING OBJECT 16

Screen capture of Learning Object Screen

Finally, participants identified that being able to navigate back to the main page was

important for ease of use. My final overall recommendation is ensuring that the homepage can be

accessed throughout all the slides. It became apparent that some slides allowed students to

navigate back to the homepage while others did not. Adding this feature will create consistency

and allow learners to go back to choose a new portion of the object to skip to or revert to, giving

the learner control of their learning.

Reflections
Based off the feedback received through creating the digital story, implementing it in the

classroom, and conducting the evaluation, I acquired new skills and pinpointed crucial changes

that need to be made. I also felt that the overarching aim of discovering usability and

technological adoption barriers was met. Beginning with the newly developed skills, I was told

in my evaluation plan that having the participants download the zip file for my learning object

may be too difficult for the participants. In response to this comment, I decided to research how
EVALUATION REPORT: ONLINE LEARNING OBJECT 17

to embed the learning object into the current learning module for my course. Using the HTML

editor function as shown in Figure 4, I used the code for the learning object that can be found on

Articulate Storyline. In addition to the code, I also had to manipulate the height and width for the

object to be large enough to be seen on the page itself. Figure 5 shows the result on the page after

editing the HTML code. The participants were able to access the learning object directly on the

page rather than having to download the zip file, although the zip file was still included as an

option.

Figure 4
HTML-Editor Code for Module Page in Canvas Course

Figure 5
Digital Story Embedded in Canvas Page
EVALUATION REPORT: ONLINE LEARNING OBJECT 18

Regarding critical opinion, I was unable to collect information from my SME, therefore I

was unable to make revisions based on their feedback before the participants’ evaluations. One

negative comment from the participants that I agreed with was that the navigation bar has a lot of

slides to choose from. Although the information is important, I would like to put elements

together for the navigation to be simplified. Figure 2 showed only part of the menu, but there are

still about half that need to be scrolled through underneath. The icons and pictures also need to

be simplified. Overall, the learning digital learning object is a good start and contains helpful

information but needs to be paired down in order for it to be more manageable.

EVALUATION REPORT: ONLINE LEARNING OBJECT 19

References

Council of Europe. (2022). The CEFR Levels. Common European Framework of Reference for

Languages (CEFR). Retrieved February 6, 2022, from

https://www.coe.int/en/web/common-european-framework-reference-

languages#:~:text=The%20Common%20European%20Framework%20of, and%20the%2

0assessment%20of%20foreign

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.).

Hoboken, NJ: Pearson. \

Irmawati, N. D. (2012). Communicative approach: An alternative method used in improving

students' academic reading achievement. English Language Teaching (Toronto), 5(7), 90-

101. https://doi.org/10.5539/elt.v5n7p90

Lund, A. (2001). Measuring Usability with USE Questionnaire. ResearchGate. Retrieved

February 6, 2022, from

https://www.researchgate.net/publication/230786746_Measuring_Usability_with_the_US

Questionnaire

McGriff, S. J. (2000). Instructional system design (ISD): Using the ADDIE model. Retrieved

June, 10(2003), 513-553.

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and

practice. Wakefield, MA: CAST Professional Publishing, an imprint of CAST.

Nemoto, T., & Beglar, D. (2014). Developing Likert-scale questionnaires. In N. Sonda & A.

Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT.

EVALUATION REPORT: ONLINE LEARNING OBJECT 20

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century

Classroom. Theory Into Practice, 47(3), 220–228.

https://doi.org/10.1080/00405840802153916

Stanton, N. A., Salmon, P. M., Rafferty, L. A., Walker, G. H., Baber, C., & Jenkins, D. P.

(2013). Human factors methods : A practical guide for engineering and design. Taylor &

Francis Group.

Tcha-Tokey, K., Loup-Escande, E., Christmann, O., & Richir, S. (2016, March). A questionnaire

to measure the user experience in immersive virtual environments. In Proceedings of the

2016 virtual reality international conference (pp. 1-5).

Vagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for

Tourism & Research Development, Department of Parks, Recreation and Tourism

Management. Clemson University.

EVALUATION REPORT: ONLINE LEARNING OBJECT 21

Appendix A: Questionnaire & Responses (Q 1-21)

EVALUATION REPORT: ONLINE LEARNING OBJECT 22
EVALUATION REPORT: ONLINE LEARNING OBJECT 23

Appendix B: Data Analysis Breakdown

Question 1: The online learning object is simple and easy to use. (4 responses)
EVALUATION REPORT: ONLINE LEARNING OBJECT 24

75 percent of participants agreed, and 25 percent strongly agreed that the learning object was

easy to use.

Question 2: The online learning object required more effort and time than expected. (4

responses)

75 percent of participants disagreed, and 25 percent strongly disagreed that the learning object

required more effort and time than expected.

Question 3: The learning object is challenging to use and time consuming. (4 responses)

75 percent of participants strongly disagreed, and 25 percent disagreed that the learning object is

challenging to use and time consuming.

EVALUATION REPORT: ONLINE LEARNING OBJECT 25

Question 4: I became frustrated while using the learning object. (4 responses)

50 percent of participants strongly disagreed, and 50 percent disagreed that they became

frustrated while using the learning object.

Question 5: I did not become frustrated while using the learning object. (4 responses)

50 percent of participants strongly agreed, 25 percent agreed, and 25 percent disagreed that they

did not become frustrated while using the learning object.

EVALUATION REPORT: ONLINE LEARNING OBJECT 26

Question 6: The learning object had no impact on my attitude. (4 responses)

75 percent of participants agreed, and 25 percent of participants disagreed that the learning

object had no impact on their attitude.

Question 7: The learning object was useful in helping me understand 2-way prepositions. (4

responses)

75 percent of participants strongly agreed, and 25 percent agreed that the learning was useful in

helping them understand 2-way prepositions.

EVALUATION REPORT: ONLINE LEARNING OBJECT 27

Question 8: The learning object was not useful in helping me understand 2-way

prepositions in German. (4 responses)

50 percent of participants strongly disagreed, and 50 percent disagreed that the learning object

was not useful in helping them understand 2-way prepositions in German.

Question 9: I learned how to use the Online Learning Object quickly. (4 responses)

75 percent of participants strongly agreed, and 25 percent agreed that they learned how to use the

learning object quickly.

EVALUATION REPORT: ONLINE LEARNING OBJECT 28

Question 10: The learning object requires the fewest steps possible to accomplish what I

want to do with it. (4 responses)

75 percent of participants agreed, and 25 percent strongly agreed that the learning object requires

the fewest steps possible to accomplish what they want to do with it.

Question 11: The navigation of this learning object is manageable. (4 responses)

50 percent of participants agreed, and 50 percent strongly agreed that the navigation of the

learning object is manageable.

EVALUATION REPORT: ONLINE LEARNING OBJECT 29

Question 12: It is easy to find the content needed to complete the tasks. (4 responses)

25 percent of participants strongly agreed, and 75 percent of participants agreed that it was easy

to find the content needed to complete the tasks.

Question 13: It is easy to navigate back to the homepage at any point throughout the

learning object. (4 responses)

75 percent of participants agreed, and 25 percent strongly agreed that it is easy to navigate back

to the homepage at any point throughout the learning object.

EVALUATION REPORT: ONLINE LEARNING OBJECT 30

Question 14: The icons used are easily recognizable and help identify the task performed.

(4 responses)

50 percent of participants agreed, and 50 percent strongly agreed that the icons used are easily

recognizable and help identify the task performed.

Question 15: Reading the characters and text on the screen was easy. (4 responses)

50 percent of participants agreed, and 50 percent strongly agreed that reading the characters and

text on the screen was easy.

EVALUATION REPORT: ONLINE LEARNING OBJECT 31

Multiple Choice Questions

Question 16: How would you describe your overall experience with the online learning

object? (4 responses)

75 percent of participants described their overall experience with the learning object as “very

good” and 25 percent described their experience as “good”.

Open-Ended Questions

Question 17: What were three things you liked about the learning object? (4 responses)

The participants stated that summative writing assessments paired with each subtopic were

helpful, that the photos helped contextualize the information, the simplicity of the navigation,

and the chucking of information into smaller groupings throughout the learning object.
EVALUATION REPORT: ONLINE LEARNING OBJECT 32

Question 18: What were three things you disliked about the learning object? (4 responses)

The participants stated that the navigation menu contained an overwhelming amount of

information to choose from and was at times distracting. The images and icons cluttered up the

slides too much and they were not able to see all the information. The cartoon image as the

narrator was distracting and there was no way to easily pause and replay the audio.

Question 19: What is important to you when engaging with Learning objects? (4 responses)

The participants stated that providing examples, chunking information into smaller groups,

clarity, simplicity, and not having any time constraints are important when engaging with

learning objects.

Question 20: What barriers have you encountered when engaging with online learning

objects? (4 responses)

The participants stated that the lack of support for certain platform or browsers, distracting

images, and not being able to navigate back to the main pages are barriers that they have

encountered when engaging with online learning objects.