Does interactive learning enhance education: for whom, in what ways and in which contexts?

Abstract

To get a balanced view, we review the body of research during the past three decades that has investigated interactive learning in a variety of forms ranging from the earliest days of mainframe-based computer-assisted instruction to contemporary multimedia learning environments accessible via the World Wide Web. In light of this some researchers believe that we are on the verge of developing a true instructional science whereas others conclude that we simply cannot pile up generalizations fast enough to adapt the interactive designs to the myriad variables inherent in human learning. This paper, summarizes what is known and what is not known about interactive learning, describes the strengths and weaknesses of various approaches to interactive learning research, and concludes by describing a structured evaluation framework for technology mediated learning i.e. design, process and outcome from a technical, human and educational systems perspective respectively based on a development research agenda.