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LEARNING ACTIVATORS TO ENERGIZE SELF-STUDY USING COMPUTER-ASSISTED MODULE (CAM)
The maturity in attitude of learning amongst students in higher education is marked by the right choice in making decision during learning. Students make decision in every step of learning process from deciding to attend a class or leaving the examination hall. The decision is well influenced by motivation. During a decision making in learning using Computer-Assisted Module (CAM), students have the power to choose when, where, and how to study. The power is again closely related to motivation. But what would their motivation be when reacting to difficulties? What are the activators to keep them active and motivated when using CAM? Therefore, the focuses of this study are to identify students’ tendency in managing CAM; to determine their preferences in CAM; to obtain their reflections on learning using CAM. In this study, students were provided with a Computer-Assisted Module for topic Enzyme. The module contains adequate notes and questions that are aligned with the learning outcomes of the topic. They were given set of questions to provide their feedback on the learning activity. There were five aspects asked: managing CAM, comprehension, motivation, acceptance and preference. All responses were based on their perceptions. From those findings, learning activators are identified. These activators are useful information for curriculum designer to consider in their CAM designing as well for those who are in the open distance learning curriculum design field. Learning activators will help students to stay motivated and thus making not only right but good decisions.
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014
LEARNING ACTIVATORS TO ENERGIZE SELF-STUDY USING COMPUTER-ASSISTED MODULE (CAM) (Text)
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