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.
All Science Journal Classification (ASJC) codes
- Computer Science Applications