DOI: 10.4018/IJWLTT.2016070103 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. International Journal of Web-Based Learning and Teaching Technologies Volume 11 • Issue 3 • July-September 2016 Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students Emily Chapman-Waterhouse, Harper Adams University, Shropshire, UK Ayona Silva-Fletcher, Royal Veterinary College, Hatfeld, UK Kim David Whittlestone, Royal Veterinary College, Hatfeld, UK ABSTRACT This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience. KEyWORdS Equine, Harper Adams University, Learning, Reusable Learning Object, Royal Veterinary College, Voluntary Response Bias, Web INTROdUCTION The increased demand from learners in higher education to access study materials at any time, at any location and increasingly on a range of platforms including mobile devices has resulted in considerable development in the usage of Reusable Learning Objects (RLO) across the sector (RLO-CETL, 2005; Jenkinson, 2009; Kurilovas et al., 2011; Windle et al., 2011; Windle et al., 2010). RLO, also known as Shared Content Objects (SCO) are self-contained digital resources such as video, audio, web-pages, documents and graphics which are stored and accessed independently and can be used to support web-based learning. Kay and Knaack (2007) expand on this by saying that RLO are interactive tools which enhance and amplify the cognitive processes of learners. Literature tells us that one purpose of RLO is to enable students to learn new skills (Windle et al., 2010), within a controlled environment, at a range of difficulty levels and with arrangements for regular feedback (AAMC, 2007). Although there have been a number of studies undertaken to examine the role of RLO in higher education, they originate from medicine and health sciences education in the main. Therefore, in the first instance, practice in Veterinary Education must draw from findings in other subject areas. 28