The maturity in attitude of learning amongst students in higher education is markedudby the right choice in making decision during learning. Students make decision inudevery step of learning process from deciding to attend a class or leaving theudexamination hall. The decision is well influenced by motivation. During a decisionudmaking in learning using Computer-Assisted Module (CAM), students have theudpower to choose when, where, and how to study. The power is again closely relatedudto motivation. But what would their motivation be when reacting to difficulties?udWhat are the activators to keep them active and motivated when using CAM?udTherefore, the focuses of this study are to identify students’ tendency in managingudCAM; to determine their preferences in CAM; to obtain their reflections on learningudusing CAM. In this study, students were provided with a Computer-Assisted Moduleudfor topic Enzyme. The module contains adequate notes and questions that areudaligned with the learning outcomes of the topic. They were given set of questions toudprovide their feedback on the learning activity. There were five aspects asked:udmanaging CAM, comprehension, motivation, acceptance and preference. Alludresponses were based on their perceptions. From those findings, learning activatorsudare identified. These activators are useful information for curriculum designer toudconsider in their CAM designing as well for those who are in the open distanceudlearning curriculum design field. Learning activators will help students to stayudmotivated and thus making not only right but good decisions.
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