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. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked with one of the four learning objects. 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 in peers. The comparison among different study modes did not strongly favor any of the study modes. However, 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. Implications on collaborative learning objects are discussed.