The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual.
The pretest and post test measures and observation data showed that though the learning objects were primarily developed for individual use, they may also help students working with peers.
The study provided evidence that using the learning objects in different modes is possible and designing and developing learning objects for the use of multiple modes is crucial.
