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Student Perceptions of Object-Based Learning

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Title: Student Perceptions of Object-Based Learning
Language: English
Authors: Angela Newton
Source: Journal of Learning Development in Higher Education. 2025 (38).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Undergraduate Students, Manipulative Materials, Active Learning, Discussion (Teaching Technique), Student Attitudes, Student Experience, Sociology, Critical Thinking, Inquiry, Investigations, Workshops, Cooperative Learning
Geographic Terms: United Kingdom (Leeds)
ISSN: 1759-667X
Abstract: Since returning to face-to-face teaching, post COVID-19 UK higher education has needed to adjust to significant challenges, including the acceleration of the role that generative artificial intelligence (GenAI) and personal screens play in the student experience. Whilst screens now mediate the learning experience to a large degree, this study investigates a return to materiality via object-based learning (OBL) as a multisensory, experiential pedagogy with the potential to stimulate criticality and build confidence in person-to-person communications amongst taught students. This paper details a research project into student perceptions and experiences of OBL at the University of Leeds. Taught students participated in experimental OBL workshops and then reported their experiences in a qualitatively focused questionnaire which included some quantitative questions aimed at understanding overall satisfaction. Participants were overwhelmingly positive about their experience of taking part in OBL workshops, particularly in relation to working with others, engaging with materiality, using their skills of analysis and interpretation, and the active nature of learning in this context. OBL requires a classroom dynamic in which academic staff facilitate and guide discussion, rather than conforming to traditional didactic patterns of teaching. Students of Sociology and Social Policy taking part in the study saw the direct relevance of the objects under discussion to their disciplinary area, and the results of this study are assisting the School in strategically implementing OBL within the curriculum, specifically in a new module for third year undergraduate students, The Sociology of Objects.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493171
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2025 (38).
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Investigations%22">Investigations</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
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  Data: Since returning to face-to-face teaching, post COVID-19 UK higher education has needed to adjust to significant challenges, including the acceleration of the role that generative artificial intelligence (GenAI) and personal screens play in the student experience. Whilst screens now mediate the learning experience to a large degree, this study investigates a return to materiality via object-based learning (OBL) as a multisensory, experiential pedagogy with the potential to stimulate criticality and build confidence in person-to-person communications amongst taught students. This paper details a research project into student perceptions and experiences of OBL at the University of Leeds. Taught students participated in experimental OBL workshops and then reported their experiences in a qualitatively focused questionnaire which included some quantitative questions aimed at understanding overall satisfaction. Participants were overwhelmingly positive about their experience of taking part in OBL workshops, particularly in relation to working with others, engaging with materiality, using their skills of analysis and interpretation, and the active nature of learning in this context. OBL requires a classroom dynamic in which academic staff facilitate and guide discussion, rather than conforming to traditional didactic patterns of teaching. Students of Sociology and Social Policy taking part in the study saw the direct relevance of the objects under discussion to their disciplinary area, and the results of this study are assisting the School in strategically implementing OBL within the curriculum, specifically in a new module for third year undergraduate students, The Sociology of Objects.
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  Data: 2026
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Manipulative Materials
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      – SubjectFull: Active Learning
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Experience
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      – SubjectFull: Sociology
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Inquiry
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      – SubjectFull: Investigations
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      – SubjectFull: Workshops
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: United Kingdom (Leeds)
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      – TitleFull: Student Perceptions of Object-Based Learning
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