There Are More Learning Resources Than Your Think

What Are Examples of Learning Resources?

Creating structured content for use in various learning modes—face-to-face, mixed, and/or simulated learning—is vital today.

This approach aims to promote small content units that can be combined and reused in various courses.

What are examples of learning resources? Learning resources are videos, texts, software, and others. Teachers use them to assist students in meeting the expectations for learning defined by provincial or local curricula.

In this article, I will shed light on the various teaching and learning opportunities. I will also provide a detailed review of the various learning and teaching methods and resources.

This will help you understand the usefulness of the different innovative learning resources.

Learning Resources Defined

Learning resources are primarily instruments that promote the learning experience for both teachers and students.

Contemporary learning tools are more than obsolete research materials, and their usefulness is dominated by variations in the instructional method and creative learning materials.

A person has his or her own learning needs and learning style. Similarly, each teacher uses various teaching and learning tools that reflect the success of the teaching process.

Purpose of Learning Resources

Learning tools are also used as instructional materials, e.g., lengthy and tiresome written textbooks containing obsolete knowledge and content.

While they can cover some given topic’s scope, they might not cover the subject’s complexity. Learning opportunities are more than that.

They can be summed up as a set of materials that provide teachers with the ability to teach successfully to make the learning experience better for students.

Teaching materials or learning resources are specifically intended to facilitate teaching and learning in a variety of contexts.

The key goal of learning and teaching tools is to provide a means for the learning experience.

It should be efficient enough to facilitate engagement between students and teachers in the learning or teaching process.

The successful learning resource has the potential to support students in the learning process. It also needs to expand the learning environment of students and address student learning needs.

Successful use of reliable learning tools lets students gain more than superficial awareness to create in-depth knowledge on a single topic.

Aside from that, it will strengthen their learning strategies, beliefs, behaviors, and general skills.

It is necessary to use reliable learning tools in the teaching process to create a sound basis for lifelong learning.

Classification of Learning and Teaching Resources

In this age of technical development, learning and teaching tools are not limited to textbooks.

Most are now accessible in various ways, such as workbooks, guidebooks, web-based learning materials, and more.

Libraries and academic communities also act as important resources in the natural learning environment.

Unique learning tools have their legitimacy in fulfilling the pupil’s learning needs and a few of the important resources used in higher secondary education.


Textbooks are the main learning aid that supports learners. They are commonly the key element of learning in subjects suggested by the Curriculum Planning Council.

The selection of textbooks is a significant task. Textbooks are normally used as the primary method for improving students’ critical and imaginative viewpoints.

They also help with other generic skills through the activities and knowledge that they contain.

Quality textbooks can assist teachers by offering a one-stop-shop with tools that help them prepare instructions.

Selecting suitable textbooks is essential for successful learning. The following recommendations must be followed:

  • It is of the utmost importance that the textbook is chosen as per the program’s goals and objectives. It should contain the key elements of the curriculum.

  • A textbook must be effective enough to provide students with various resources at multiple levels of difficulty. It should improve their ability to solve problems along with the creation of various viewpoints.

  • The primary education provided by the textbook broadens the reach of more learning among the learners. It also gives rise to the reach of individual learning and promotes self-access.

  • It must improve students’ general skills and inspire them by generating interest in the subject.

School Libraries

School libraries and educator-librarians play a vital and pivotal role. They allow both students and teachers to access the skills and resources required in the teaching-learning process.

School libraries can be seen as resource centers with ample material in a range of formats.

They are places where teachers and students can read, learn, and share. School libraries are physical rooms filled with conventional, technical, and human capital to enjoy reading and learning.

Not only that, but they also provide a virtual world for conducting surveys, using information technology to access information, and creating and co-constructing expertise.

School library programs have evolved from conventional book buying and loan services.

They also act as resource centers to promote learning and teaching. The school library can have ready-to-use learning and instructional tools and digital resources.

All, however, meet the general needs of the school curriculum.

The teacher-librarian can also collaborate with subject teachers to facilitate the learning needs of students.

They can coordinate with teachers in school-based literacy programs. What is great about this resource is that it builds student knowledge, skills, and behaviors.

Plus, it gives additional knowledge in the effective and ethical use of information obtained from all media and contexts.

The teacher-librarian is a core staff member of the school library. His/her knowledge and training is vital to the execution of the SS curriculum.

Schools must understand that the effective creation of a school library program is highly affected by their views.

The key positions suggested in the Basic Education Curriculum Guide are repeated in recognition of their commitment to learning and teaching.

Schools should also have ample capacity and room for teachers and librarians to focus on carrying out their main roles and responsibilities.

Reference Books and Other Printed Materials

Teachers can use various research and teaching tools, such as reference books or other written learning materials.

This will allow students to discuss topics of interest, inspire inquiry, or inspire them to learn.

Besides, cost and copyright concerns should be considered when one is using reference materials.

Simultaneously, this should promote genuine materials’ effectiveness to introduce students to the real world.

Teachers can boost awareness through leaflets, books, songs, and pamphlets.

Multimedia Resources

Multimedia tools, including audio-visual teaching aids, computer software bundles, online learning channels, etc., have the following benefits for students:

  • Flexibility and adaptability
  • Multiple sensory perceptions
  • Possibility of contact
  • Interconnection

In addition to complementing textbooks, multimedia tools can provide opportunities for students and teachers to access up-to-date material.

For example, teachers can choose resources that address various facets of contentious topics to help students improve their critical thinking and decision-making.

Teachers can, therefore, decide whether online content is real, accurate, and acceptable for student learning.

How Teachers/Educators Use These Resources

As a teacher-trainer, you might well be regarded as a central source of information.

You may be asked to suggest suitable services to students or teachers (e.g., school director or university department coordinator).

To make effective suggestions, you must be informed about the following:

  • Profile of the instructor, i.e., who, subject expertise, where they teach, knowledge, and educational background 
  • What they wish to change and why
  • The anticipated result, e.g., mastering a new strategy, modifying behavior

As well as being a center of information for teachers, teaching tools can be used to co-construct expertise.

This is all a part of continuing professional growth. For example, observation cards, feedback forms, and action plans may be used in classroom observation and mentoring.

Learning tools are also a teaching base. You will choose to create a workshop based on the strategies you learned on the teaching page.

You can also use a training course to improve the assessment and feedback skills of other teacher educators.

Selection Criteria

You may be collaborating with current teacher services available in your organization or online or creating new tools.

For current tools, the process by which teacher educators choose teacher learning resources can be compared to the way teachers pick teaching materials.

Educators can decide whether to:

  • Use the resource as it is
  • Adapt it to the teaching background of the teachers one deals with
  • Replace it with something more important to the learning target

As part of this decision-making process, you might want to ask whether you require tools to be suggested to students.

This will include a workshop or training course or be part of a mentoring or observation process:

Educational Focus

  • Is it acceptable for teachers who might have SEN or a particular learning impairment of which I am aware?

  • What do I/the teachers I work with want to do? How is this going to help me/the individuals achieve it?

  • Would this help teachers with varying learning preferences?

  • Is the material different? If not, may I make a difference for the teachers?

Audience and Significance

  • Who is the target audience for this content?
  • Is it sufficient for the teaching sense in which I want to use it?
  • Is it per the planned quality expectations for teachers whom I work for?
  • Is it culturally appropriate?
  • Is it easy to read and comprehend the content?
  • Is it going to engage teachers?

Digital Resources

  • What are the digital features accessible, and what is their educational purpose?

Authority and Accuracy

  • Is the content up to date and useful?
  • Where does the material come from?
  • Who made it for you? Are they able to have details on this subject?
  • Is there prejudice in the material?

Use and/or Preparation

  • Is this free? If not, who is paying for it?

  • Is it possible to use it as a teacher trainer?

  • How long is it going to take to prepare? If it is going to take a long time, can I/the teachers do it again? Digital resources:

  • Can teachers have easy access to it, or does it need pre-registration?

  • Will this involve an internet connection?

  • Is there a line on supportive help?

  • Would it load fast?

  • If I have this in a workshop or a training program, what is my backup plan if anything goes wrong?

  • May I track the use or success of this resource by the teacher?

Organizing Learning Resources for Teachers

When you start dealing with teacher learning resources, it’s a smart idea to build a framework for saving and retrieving them.

For offline products, you can have a file system, store workshop events in envelopes or files, and hold hard copies of photocopying papers.

They could be held in an area of learning materials that teachers may also use.

You can store resources online on your institution’s database server if you have one, or get an online bookmarking service on your laptop or phone.

This is also a helpful way to advise teachers to arrange the learning materials they discover online.

Whatever system you use, you and the teachers you work with should collaborate to update and maintain your files, folders, and books.

What Makes a Good Learning Resource?


That goes without saying: The educational resource must be factually correct. But that’s not the whole story, as consistency is still critical.

The factual narrative, when it comes to scientific theories and explanations used, should be consistent.


Learning resources must be explicitly curricula-relevant to be most effective. Also, all resources must be framed in the larger context of the subject.

Connections should be manipulated – it should be clear how a resource builds on and connects to others.

This allows teachers to see if it can be more easily applied to many lessons and job habits.


The teacher’s time is valuable, and any resource worth having must have a decent return on time expended on providing it.

A resource that requires several hours of planning must be of considerable value to students to accommodate the effort involved.


Any learning resource should have a clear framework and vocabulary. The most productive form of presentation depends on the material.


The feeling of having plenty of learning resources online and offline today is overwhelming.

The real struggle is to discard a resource that is not deserving and save the money that might come in handy.

Before engaging in any learning resource, make sure that the source is credible and has good reviews from peers.

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