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A qualitative case study extends the learning object literature while presenting context-specific examples involving repository design, autonomy and self-containment, technical support, and granularity. Findings inform how learning objects and repositories can better support teachers’ instructional design and pedagogical decisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-volume-332-spring-printemps-2007-embedded-or-linked-learning-objects/597683/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-volume-332-spring-printemps-2007-embedded-or-linked-learning-objects/597683.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about learning objects and repositories?","Question",{"text":112,"@type":113},"It examines embedding and linking existing content within learning object repositories, focusing on how teachers use learning objects in an online high school mathematics course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and data sources are used?",{"text":117,"@type":113},"The study is a qualitative case study with interviews of one high school teacher (face to face and by telephone) and analysis of learning objects and the course, including how instructional design and local resources are integrated.",{"name":119,"@type":110,"acceptedAnswer":120},"Which repository-related factors are highlighted by the findings?",{"text":121,"@type":113},"The findings emphasize issues related to repository design, learners’ autonomy/self-containment, the level of technical support, and the granularity of learning objects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597683,1792171267,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 33(2) Spring / printemps 2007  \nEmbedded or linked learning objects: Implications for content development, course design and classroom use  \nGail Kopp  \nSusan Crichton  \nAuthor  \nGail Kopp is an Assistant Professor in the Faculty of Education at the University of Calgary . Correspondence regarding this article can be sent to g kopp@ucalgary .ca  \nSusan Crichton is an Associate Professor in the Faculty of Education at the University of Calgary . Correspondence regarding this article can be sent tocrichtos@ucalgary .ca  \nAbstract  \nAbstract: This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context specific examples of issues around repository design, autonomy and self containment, technical support and granularity . Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision making.  \nRé sumé : La pré sente recherche étudie la possibilit é d’effectuer un emboîtement et d’établir des liens avec le contenu existant dans les référentie ls sur les objets d’apprentissage et explore l’utilisation par lesenseignants concepteurs des objets d’apprentissage au sei n d’un cours de mathématique du secondaire donné dans une é cole en ligne . Cette étude decas qualitative appuie et vise la litté rature sur les objets d’apprentissage et met en avant p lan des exemples de questions touchant la conception deréférentie ls, l’autonomie et l’indépendance, le soutien technique et la granularit é propres au contexte . De plus, ces conclusions ont des ré percussions sur l’élaboration d’objets et de référentie ls d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pédagogique et de leur prise de décis ion touchantl’enseignement.  \nIntroduction  \nThe development of learning objects is premised on the notion that users of these objects will link to them from a central repository, incorporating the links into content for site specific use ( Friesen, 2004; Wiley, 2002 a & b) . The present research explored this commonly held premise using the following questions as a guide :  \n How do online teachers use learning objects that are available in local and online environmentsand those that are linked from a central repository?  \n How does the repository design of these learning objects support or hinder innovative use?  \n How does embedding vs . linking affect student use/access of the learning object?  \nIn this qualitative case study, the researchers interviewed one high school teacher who designed a Mathematics course for online delivery in an urban Alberta school. Informal discussions and semi structured interviews (both face to face and by telephone) were held with the teacher. In addition, student movement in the course was tracked as part of its regular management process . It was anticipated that this tracking would allow the researchers to understand the links that students followed as they moved through the topics and accessed the various learning objects . However, for reasons which will be discussed later, this aspect of the study became less important and the focus turned to teacher/designer use of the repository . Additional sources of data for this study included the results of analyses done on the learning objects and the course, focusing on the instructional design, the integration of local resources (textbook and accompanying CD ROM) , and use of the learning objects housed online and in a learning object repository .  \nTo date, little research has been done on the pedagogical consequences of the numerous international learning object initiatives and their im","cbCailwdhYB6waYA","https://ap.wps.com/l/cbCailwdhYB6waYA","pdf",643063,18,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What does the study examine about learning objects and repositories?\",\"answer\":\"It examines embedding and linking existing content within learning object repositories, focusing on how teachers use learning objects in an online high school mathematics course.\"},{\"question\":\"What research approach and data sources are used?\",\"answer\":\"The study is a qualitative case study with interviews of one high school teacher (face to face and by telephone) and analysis of learning objects and the course, including how instructional design and local resources are integrated.\"},{\"question\":\"Which repository-related factors are highlighted by the findings?\",\"answer\":\"The findings emphasize issues related to repository design, learners’ autonomy/self-containment, the level of technical support, and the granularity of learning objects.\"}]","Canadian Journal of Learning and Technology - Volume 33(2) Spring / printemps 2007 - Embedded or linked learning objects | PDF",1792085498,45]