The effect of interactive online pre-lab modules on improving student learning in an introductory atmospheric science course
These seven modules were developed with varying degrees of interactivity, with a post-module survey designed to decipher any change in students' perception of the module's utility when compared against the original written packets. Two questions were asked in the post-module survey; first, whether the student perceived the module to be more or less useful than the original pre-lab assignment, and second, whether the module made the material easier to learn. Every module received an average score that suggested they were both more useful and made the material easier to learn when compared to the original pre-lab assignments. These results were further deconstructed by the level of interactivity, with the highly interactive modules scoring more favorably than less interactive modules in the survey ranking of usefulness and ease of learning. While these results suggest that a more interactive module increases students' perception of the usefulness and ease of learning provided by each module, these results may have also been influenced by the varying difficulty of the pre-lab assignments throughout the course.