Students' Perception of Interactive Learning Modules

The purpose of this study was to examine perceptions of interactive learning modules (ILMs) developed for use in an undergraduate recreation and leisure studies course. Interpretive analysis of qualitative data using a constant comparative method suggested that some characteristics of the ILMs influ...

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Bibliographic Details
Published inJournal of research on technology in education Vol. 34; no. 4; pp. 453 - 473
Main Authors Kim, Beaumie, Richard, Williams, Dattilo, John
Format Journal Article
LanguageEnglish
Published Eugene Routledge 01.06.2002
Taylor & Francis Ltd
Subjects
CAI
case methods
Computer assisted instruction
Designers
Educational Environment
Experiential learning
Higher education
Instructional design
Interactive learning
interactive learning modules
Knowledge
Learner Engagement
Learning
Learning Processes
Perceptions
Professional Education
R&D
Research & development
Students
Teaching methods
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Summary:The purpose of this study was to examine perceptions of interactive learning modules (ILMs) developed for use in an undergraduate recreation and leisure studies course. Interpretive analysis of qualitative data using a constant comparative method suggested that some characteristics of the ILMs influenced learning. Data clustered into four overarching categories: (a) contextualized information presented in the ILMs, (b) situated activities provided in the ILMs, (c) learner guidance offered in the ILMs, and (d) technical aspects of the ILMs. Findings of this study have implications for improvement and future development of the ILMs. Further research is encouraged to examine the relationship between characteristics of ILMs and achievements of students.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2002.10782361