Home PublicationsJRTEPast IssuesVolume 34 Number 4

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University Incoming editor: Dr. Lynne Schrum, University of Georgia
formerly Journal of Research on Computing in Education

Volume 34 Number 4 Summer 2002

Students’ Perception of Interactive Learning Modules
Beaumie Kim
The University of Georgia
Richard Williams
East Carolina University
John Dattilo
The University of Georgia

Abstract
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.

Contributors
Beaumie Kim is doing her doctoral work in the Department of Instructional Technology at the University of Georgia. Richard Williams is an assistant professor in the Department of Recreation and Leisure Studies at East Carolina University. John Dattilo is a professor in the Department of Recreation and Leisure Studies at the University of Georgia.

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Contact
Beaumie Kim
611 Aderhold Hall
The University of Georgia
Athens, GA 30602
bkim@coe.uga.edu

Copyright © 2002, ISTE (International Society for Technology in Education). All rights reserved.