Student Learning and Student Perceptions of Learning from Interactive Modules

摘要

The constructivist approach to online module design, whereby the learner constructs knowledge through activity, appears to offer instructors and students a way of achieving learning outcomes. However, analysis and evaluation of these new learning environments is lacking, especially in the area of how academic content in interactive environments impacts student actual learning and perceptions of learning. This paper documents the process to improve module design using focus groups and to test the effectiveness of the interactive elements based upon assessments of student learning outcomes tailored to online learning environments. Results from student learning assessments enable instructors to optimize instructional design to maximize learning opportunities and achievement in online environments.