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The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review

Emily Chapman-Waterhouse, Ayona Silva-Fletcher, Kim Whittlestone
Copyright: © 2017 |Volume: 9 |Issue: 3 |Pages: 13
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522512417|DOI: 10.4018/IJMBL.2017070103
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MLA

Chapman-Waterhouse, Emily, et al. "The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review." IJMBL vol.9, no.3 2017: pp.24-36. http://doi.org/10.4018/IJMBL.2017070103

APA

Chapman-Waterhouse, E., Silva-Fletcher, A., & Whittlestone, K. (2017). The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review. International Journal of Mobile and Blended Learning (IJMBL), 9(3), 24-36. http://doi.org/10.4018/IJMBL.2017070103

Chicago

Chapman-Waterhouse, Emily, Ayona Silva-Fletcher, and Kim Whittlestone. "The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review," International Journal of Mobile and Blended Learning (IJMBL) 9, no.3: 24-36. http://doi.org/10.4018/IJMBL.2017070103

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Abstract

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

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