montellano edu612 ip4

Running head: INTERACTIVE LEARNING ENVIRONMENT EFFECT ON LEARNING1

The Effect of an Interactive Learning Environment in the Learning Process

Tim Montellano

American InterContinental University Online

INTERACTIVE LEARNING ENVIRONMENT EFFECT ON LEARNING 2

Abstract

This paper provides a comprehensive review on the effect of an interactive learning environment

in the learning process. There will be an introduction on the study including the problem

statement, the purpose, the research question and hypothesis, the theoretical perspective, and

definition of terms used. Next, there will be a section on literature review of background

information and recent studies with current information. Finally, there will be a thorough

exploration on the methods utilized, results compiled, and discussion on what the results mean.


The Effect of an Interactive Learning Environment in the Learning Process

In order to understand the effect of an interactive learning environment in the learning

process, there must first be a discussion about the problem that is being addressed by this

educational research study. The problem is the ineffectiveness of certain PowerPoint

presentations in comparison with other PowerPoint presentations. This educational research

study aims to understand the effect of an interactive learning environment in the learning process

with particular attention to PowerPoint presentations. Ultimately, the study looks to address the

problem of ineffective trainings and what can be done to ensure that they are conducted in the

most effective manner.

Purpose of the Study

To begin with, the purpose of this study is to determine the effect of an interactive

learning environment in the learning process on the staff of the AIU Financial Aid Department.

As such, the underlying purpose for this educational research study is to not only determine the

effect of an interactive learning environment in the learning process, but also find out the

effectiveness of the current learning environment in the office. Furthermore, in the course of this

educational research study, the proper interactive learning environment will be established as a

result of the project. In the end, the desired state is to find an improvement in the delivery of

training and development to the staff so that the learning process is easier and streamlined across

the AIU Financial Aid Department.

Research Question and Hypothesis

In a qualitative study, the research question for this study is what is the effect of

including hands-on activities and interactive learning exercises in PowerPoint presentations in

the learning process on the staff of the AIU Financial Aid Department? In a quantitative study,


the hypothesis for the research is if hands-on activities and interactive learning exercises are

included in PowerPoint presentations, then the ability to retain information in the learning

environment for the staff of the AIU Financial Aid Department is greatly improved. In this

situation, my study will involve both a qualitative and quantitative approach. Therefore, both the

research question and hypothesis will be explored throughout this educational research study.

Theoretical Perspective

Before we can understand the theoretical perspective for this educational research project,

there must first be an understanding of the term. “A theoretical perspective (or paradigm) is a set

of assumptions about reality that underlies the questions we ask and the kinds of answers we

arrive at as a result” (Theoretical perspective, 2000). In other words, the theoretical perspective

for this study looks at the assumed reality of the situation. For this particular instance, the

theoretical perspective would be the assumption that PowerPoint presentations are the most

effective method in delivering training to the AIU Financial Aid Department. The reason for this

theoretical perspective is because of the focus of the effect of an interactive learning environment

in the learning process, as it relates to training and development seminars completed on

PowerPoint presentations. As a result, the theoretical perspective and the answers determined for

this educational research project are directly related to the assumption regarding PowerPoint

presentations.

Definition of Terms

Interactive Learning Environment - An “environment that supports structured interaction

between a community of learners” (Interactive Learning Environment, n.d.). In this situation, the

interactive learning environment is the interaction between the Training and Development Team

of the AIU Financial Aid Department and the staff members learning the information presented.


Qualitative Research - “Qualitative research is concerned with the subjective understanding and

interpretation of social behavior” (Qualitative Research Techniques, 2001). In other words, the

focus of a qualitative method is narrative data that is retrieved with this approach to educational

research. For this instance, this method would require using open ended questions in an interview

to provide the narrative data for analysis.

Quantitative Research - The focus of quantitative research is gathering “statistically valid data”

(Quantitative research, 2003). In other words, collecting data using a quantitative method looks

at the numerical aspect of the educational research. For example, this approach would utilize

closed ended questions on a questionnaire to gather statistical data.

Literature Review

In order to understand the process of reviewing literature for my educational research

study on the effect of an interactive learning environment in the learning process, the background

of what my study will entail must be discussed. The research is on the specific effect of

interactive examples and hands-on activities in the learning environment of PowerPoint

presentations. The subjects in the study are the AIU Financial Aid Department staff. The

research design is a descriptive design utilizing tools such as questionnaires and interviews to

collect the data. After analyzing the data, the results from this educational research study will

look to add knowledge to the arena of the interactive learning environment and the learning

process.

Background Information

The first educational research study that provides good background information and a

solid foundation for the start of research on the effect of an interactive learning environment in

the learning process involves the exploration of practical issues with the design of interactive


multimedia (James, 1998). This relates to my educational research study because it examines the

effect of different interactive learning environments (in this case it includes interactive

multimedia design) and the effect on the learning process. One of the good things about article is

that it explores the practical issues with interactive learning environments. The data included the

issues with the interactive multimedia design (James, 1998). The analysis of the results was the

introspective look at these issues. On the other hand, my educational research study involves the

activity of PowerPoint presentations to gather the data. The analysis of the results comes from

the questionnaires and/or interviews completed by the subjects in my study. This article could

have provided more to the topic by including a specific research design similar to mine.

Regardless, the issues reported in this article indicate the need for further research with

interactive learning environments and their effectiveness.

Another study that provides an early look into the effect of an interactive learning

environment in the learning process discusses the combination of interactive multimedia and

problem-based learning in instructional design (Albion & Gibson, 1998). This relates to my

educational research study because it examines the effect of different interactive learning

environments (in this case it includes interactive multimedia and problem-based learning in

instructional design) and the effect on the learning process. One of the good things about this

article is that it explores different ways to include interactive learning environments in the design

for instruction. The data included the changes involving interactive multimedia and problem-

based learning (Albion & Gibson, 1998). The analysis of the results was the introspective look at

what these changes mean to the instructional design. On the other hand, my educational research

study involves the activity of PowerPoint presentations to gather the data. The analysis of the

results comes from the questionnaires and/or interviews completed by the subjects in my study.


This article could have provided more to the topic by including a specific research design like

mine. Regardless, the challenges presented in the article indicate the need for further research

with interactive learning environments and their effectiveness.

Additional research that studies the effect of an interactive learning environment in the

learning process examines the institution of different learning environments that included

interactive multimedia to assist in this transition to the Learning Paradigm at a university

(Buckley, Coleman, Cohen, & Stewart, 1999). This relates to my educational research study

because it examines the effect of different interactive learning environments (in this case it

involves interactive multimedia learning environments) and the effect on the learning process.

One of the good things about this educational research study is that included four different

activities to gather the data. The results were then analyzed by comparing the results of the test

scores from the new method (including the interactive learning environment) as opposed to the

old method (Buckley, Coleman, Cohen, & Stewart, 1999). In a similar fashion, the activity for

my educational research study involved PowerPoint presentations to provide the data needed for

my questionnaires and/or interviews. However, this educational research study could have

incorporated those methods as well to determine the effectiveness of each interactive learning

environment from the point of view of the subjects. Nonetheless, the results of this study indicate

the need for further research with interactive learning environments and their effectiveness.

The last educational research study that provides background information on the effect of

an interactive learning environment in the learning process explores incorporating an interactive

learning environment with specific use of technology in improving the learning process in art

education (Harrell, 2000). This relates to my educational research study because it studies the

effect of an interactive learning environment (in this case it involved integrating technology) and


the effect on the learning process. One of the really good things about this educational research

study is that involved many different methods to gather the data needed for analysis of the

results. In a corresponding manner, my educational research study included some of the methods

mentioned in this research, such as questionnaires and/or interviews. The activity in this research

included submitted works, presentations, and attitude assessments (Harrell, 2000). In contrast,

my educational research study only involved PowerPoint presentations as the activity to help

gather the data from the subjects and provide the results needed. Accordingly, the results of this

study indicate the need for further research with interactive learning environments and their

effectiveness.

In all four studies, the data shows the need to look at the effect of an interactive learning

environment in the learning process. In effect, these early educational research studies provide

more reason as to the need for my research. This early look into interactive learning

environments not only lay the groundwork for future research, but provide a pool of knowledge

on the topic of study. Whether it was looking at interactive multimedia, a Learning Paradigm at a

university, or even the specific use of technology in improving art education, the background

information provided here presents strong evidence for the need to further study the effect of an

interactive learning environment in the learning process.

More Recent Studies

The first educational research study with more recent data on the study explores the effect

of group writing as opposed to individual writing as the interactive learning environment and the

effect on the learning process (Cicalese, 2003). This relates to my educational research study

because it studies the effect of different interactive learning environments (in this case it

involved interactive writing as opposed to independent writing) and the effect on the learning


process. One of the good things about this educational research study is that incorporated writing

tasks and surveys to gather the data and analyze the results needed to determine the effectiveness

of the different learning environments in the process (Cicalese, 2003). Likewise, my educational

research study involves the use of PowerPoint presentations as the task, followed by

questionnaires and/or interviews as the method for gathering data from the subjects to analyze

the results. Consequently, the results of this study indicate the need for further research with


Another educational research study that provides recent results examines the exploration

of the use of computer assisted instruction in various preschool learning environments of the

past, over the period of time that they conduct this research (Vernadakis, Avgerinos, Tsitskari, &

Zachopoulou, 2005). This relates to my educational research study because it examines the effect

of these interactive learning environments (in this case it included computer assisted instruction

for preschool education) and the effect on the learning process. One of the good things about this

educational research study is that it included an Ex Post Facto and Historical Research Design

for gathering the data and analyzing the results (Vernadakis, Avgerinos, Tsitskari, &

Zachopoulou, 2005). Alternatively, this educational research study could have incorporated a

Descriptive Design in conducting questionnaires and/or interviews like my research. Regardless,

the results of this study indicate the need for further research with interactive learning

environments and their effectiveness.

The final educational research study that gives us recent results, studies the numerous

interactive worked-out examples over a period of time that they conduct this research (Atkinson

& Renkel, 2007). This relates to my educational research study because it examines the effect of

different interactive learning environments (in this case it involved interactive features in these


worked-out examples) and the effect on the learning process. One of the good things about this

educational research study is that it included an Ex Post Facto and Historical Research Design

for gathering the data and analyzing the results (Atkinson & Renkel, 2007). On the other hand,

this educational research study could have incorporated a Descriptive Design in conducting

questionnaires and/or interviews like my research. Nevertheless, the results of this study indicate

the need for further research with interactive learning environments and their effectiveness.

In all three studies, the results from the data gathered ultimately show the need to look at

the effect of an interactive learning environment in the learning process. Consequently, these

recent studies provide more support for the need for my research. These recent studies not only

look further into interactive learning environments and provide further foundation in this

research area, but also increase the knowledge in the realm of studying the learning process.

Examining different types of writing, computer assisted instruction for preschool education, and

interactive worked-out examples, these recent studies provides overwhelming evidence as to the

necessity to further study the effect of an interactive learning environment in the learning

process.

Current Information

The first educational research study that provides current information on the study

examines providing narrative reasoning as the interactive feedback for subjects in an intensive

care nursing program (Stranieri & Yearwood, 2008). This relates to my educational research

study because it examines the effect of an interactive learning environment (in this case the

scenarios that provided narrative reasoning as feedback) and the effect on the learning process.

One of the good things about this educational research study is that incorporated scenarios to

gather the data and analyze the results, along with a questionnaire to gauge the effectiveness of


the scenarios and narrative feedback perceived by the subjects in the learning process (Stranieri

& Yearwood, 2008). Similarly, my educational research study involves the use of PowerPoint

presentations as the activity followed by questionnaires and/or interviews as the method for

gathering data from the subjects to analyze the results. Still, the results of this study indicate the

need for further research with interactive learning environments and their effectiveness.

Another educational research study that provides current information to explore includes

involving a modifiable typing interface and prompting as part of the interactive learning

environment (Chou & Liang, 2009). This relates to my educational research study because it

studies the effect of different interactive learning environments (in this case it included reading, a

modifiable typing interface, and prompting) and the effect on the learning process. One of the

good things about this educational research study is that it included activities to gather the data

and analyze the results (Chou & Liang, 2009). Similarly, my educational research study includes

the activity of PowerPoint presentations to help provide the data for my questionnaires and/or

interviews. This educational research study could have incorporated those methods as well to

determine the effectiveness of each interactive learning environment from the point of view of

the subjects. However, the results of this study indicate the need for further research with


The last educational research study with current information about this topic focuses on

the use of a mobile learning environment as the interactive learning environment and the effect

on the learning process (Yang & Lin, 2010). This relates to my educational research study

because it looks at the effect of an interactive learning environment (in this case a mobile

learning environment with shared display groupware) and the effect on the learning process. One

of the good things about this educational research study is that incorporated an activity to gather


data and analyze the results, along with a questionnaire to gauge the perception students had

about the effect of these activities in their learning process (Yang & Lin, 2010). Similarly, my

educational research study involves the activity of PowerPoint Presentations, followed by

questionnaires and/or interviews for the subjects to complete to measure the results. As such, the

results of this study indicate the need for further research with interactive learning environments

and their effectiveness.

In all three studies, the results gathered from the data show clear evidence for the need to

research the effect of an interactive learning environment in the learning process. In effect, the

current information presented here shows the critical importance in the need for my research.

The current information discussed previously not only provides a further exploration into the

effect of interactive learning environments and provide more ideas for future research, but also

contribute more knowledge in studying the learning process. Exploring interactive feedback,

modifiable typing interface and prompting, and mobile learning environments, the current

information presents a great deal of proof for the need to further study the effect of an interactive

learning environment in the learning process.

Interactive Learning Environment Methods and Results

In order to understand the effect of the interactive learning environment on the learning

process, the methods and results must be explored. It is important to provide discussion on the

methodology utilized to conduct the educational research study so that the research can be

readily understood and duplicated as needed. Furthermore, discussing the results of the research

not only provide clarity as to what the educational research study aimed to accomplish, but also

what effect it had on the field. Providing a good explanation of both the methods utilized and


results compiled from this educational research study show a clear understanding of proving the

hypothesis and answering the research question.

Methods

The design for this educational research project involves a descriptive design of

questionnaires and interviews. At the onset of the research, there was a specific design to

incorporate an ex-post facto and historical research design of surveys as well. However, as the

research was conducted with the delivery of questionnaires and interviews to the participants, it

became evident that the data collected from these research methods would be sufficient.

Furthermore, there was a problem with retrieving past survey data results and the AIU Financial

Aid Training and Development files. Ultimately, the problem went unresolved during the course

of the research and the decision to exclude past survey results in the data became necessary.

Regardless, the effect of this decision is minimal as the data collected from the questionnaires

and surveys proved to be more than adequate.

The sampling method used for the questionnaires administered for this educational

research project was very simple. The focus of the research was the effect of an interactive

learning environment in the learning process, with particular attention to the staff of the AIU

Financial Aid department and the incorporation of interactive exercises and hands-on activities in

PowerPoint presentations. Therefore, the sampling method for the questionnaire was

administered to the members of the AIU Financial Aid staff that receive PowerPoint

presentations in Training and Development seminars conducted by the AIU Financial Aid

Training and Development team. The total number of this sample size was 60 employees

comprised of Financial Aid Advisors and Senior Financial Aid Team Leaders. Out of the 60

employees in the sample size presented with option to participate in the research, exactly 50 of


those employees returned with the proper informed consent forms and questionnaires. That

results in an 83.33% response rate for the AIU Financial Aid staff.

On the other hand, the sampling method for the interviews conducted for this educational

research study required a little more complexity and thought. In order to gather quality data for

this qualitative part of the project, it would require a more selective approach in determining the

participants. The interview would not be administered to everyone on the staff as that would

require asking for the participation of 60 individuals as well as finding the time and room

necessary to carry out the interviews individually. Simply put, accomplishing this task was not

feasible.

As a result, the sampling method decided for the interviews came down to selecting the

15 Senior Financial Aid Team Leaders in the AIU Financial Aid department. Each employee in

this group ranged from at least two years of experience with some gaining upwards of 7 years of

time in the department. This sample size consisted of these veterans of the office and each Team

Leader is assigned Financial Aid Advisors that work on their team, ranging from as few as five

Advisors all the way up to 15. In this sample size of participants, 14 of them decided to take time

out of their day to conduct the interviews with me as well as fill out the necessary informed

consent forms. The only one that declined did so because he was leaving on vacation for the

week the interviews were to be conducted. Regardless, the result is an impressive 93.33%

response rate for the AIU Senior Financial Aid Team Leader staff.

The access and permissions received to conduct this educational research project came

from the AIU Financial Aid Training and Development Team. Thomas Cashion and Jaime

Martinez are the AIU Financial Aid Training Managers that provided the proper access and

permission to conduct this research. They were the individuals responsible for providing the time


and resources necessary to conduct this research. Furthermore, the ease of collecting the data

needed for this research is directly attributed to the AIU Financial Aid Training and

Development team’s willingness to encourage the participants to get involved in the study.

As previously discussed, this educational research study incorporated the use of

questionnaires and interviews as the instruments for the data collection. The questionnaire asked

the participants to rate from a scale of one to five (with one being strongly disagree and 5 being

strongly agree) how they felt about five statements presented to them. Each statement provided

different learning methods included in PowerPoint presentations along with varying degrees of

interactive exercises and hands-on activities. Conversely, the interview required a varying range

of seven questions. The questions asked ranged from general thoughts about learning, interactive

learning environments, and hands-on activities/examples/exercises to asking about effective

methods for teaching information to learn in PowerPoint presentations, specific examples of

effective PowerPoint presentations, and asking why they thought those presentations were

effective.

The process for the data collection for the questionnaire and interview ended up being a

lot simpler than expected. The questionnaire was initially intended to be administered

electronically. However, the resources needed to conduct the research with this method proved to

be more difficult than the first estimate. Ultimately, access to a reasonable provider to run the

electronic version of the questionnaire was not found to be feasible. Consequently, the

questionnaires along with the required informed consent forms were distributed to each

individual participant in paper form. Once the participants completed both necessary forms, they

were instructed to deposit their responses in secure envelopes located on my desk with constant

surveillance on the area at all times. In contrast, the interview was conducted on a one-on-one


basis in a secure office in the AIU Financial Aid department office. Each participant that agreed

to the interview was asked questions by me. Any answer that required further clarification was

immediately met with a follow up question to ensure the proper response was recorded for the

participant and that the full meaning of their reply was accurately reported. Once all seven

questions had been asked, the participants were asked to review what was recorded on the

interview paper for accuracy. Any changes to what was reported in their responses to the

interview questions were made solely by the participants and completed before the data was

compiled in a spreadsheet for analysis.

Results

The raw data collected appears to provide the answer to both my research question and

hypothesis stated at the beginning of this educational research study. This is clearly evident in

the responses found in both the questionnaires and interviews. In the questionnaire, the first

statement asks the participants if they learn best when the information to learn is only presented

in a PowerPoint Presentation without any specific examples or exercises given during the

presentation. The results show that 41 out of the 50 participants either disagreed or strongly

disagreed with the first statement. That results in 82% of the participants showing a sense of

disagreement with the first statement. Only five out of the 50 participants were neutral to this

first statement. That calculates out to 10% of the participants who neither agreed nor disagreed

with the first statement. Meanwhile, only four out of the 50 participants agreed with the first

statement. That results in 8% of the participants feeling a sense of agreement with the first

statement. Interestingly enough, none of the 50 participants strongly agreed with the first

statement. This clearly shows that the majority of the participants do not like to learn with

information only presented in a PowerPoint.


The second statement on the questionnaire asks the participants if they learn best when

the information to learn is presented in a PowerPoint Presentation along with the presenter

demonstrating specific examples or exercises during the presentation. The results showed a

noticeable increase in the positive feeling about learning through this method. The results show

40 out of the 50 participants either agreed or strongly agreed with the second statement. That

results in 80% of the participants feeling a sense of agreement with the second statement. Only

four out of the 50 participants were neutral to this second statement. That calculates out to 8% of

the participants who neither agreed nor disagreed with the second statement. On the other hand,

only six out of the 50 participants either disagreed or strongly disagreed with the second

statement. That results in 12% of the participants showing a sense of disagreement with the

second statement. This clearly shows that the majority of the participants like to learn

information presented on a PowerPoint presentation along with the presenter demonstrating

specific examples or exercises during the presentation.

The third statement on the questionnaire asks the participants if they learn best when the

information to learn is presented in a PowerPoint Presentation along with specific examples or

exercises that they complete by themselves during the presentation. The results showed more of

the same positive feeling with this third statement. The results show 37 out of the 50 participants

either agreed or strongly agreed with the third statement. That results in 74% of the participants

feeling a sense of agreement with the third statement. Only eight out of the 50 participants were

neutral to this third statement. That calculates out to 16% of the participants who neither agreed

nor disagreed with the third statement. On the other hand, only five out of the 50 participants

either disagreed or strongly disagreed with the third statement. That results in 10% of the

participants showing a sense of disagreement with the third statement. This clearly shows that


the majority of the participants like to learn information presented on a PowerPoint presentation

along with specific examples or exercises that they complete by themselves during the

presentation.

The fourth statement on the questionnaire asks the participants if they learn best when the

information to learn is presented in a PowerPoint Presentation along with specific examples or

exercises that they complete with a group of their colleagues during the presentation. The results

showed even more of the same positive feeling with this fourth statement. The results show 35

out of the 50 participants either agreed or strongly agreed with the fourth statement. That results

in 70% of the participants feeling a sense of agreement with the fourth statement. Only 12 out of

the 50 participants were neutral to this fourth statement. That calculates out to 24% of the

participants who neither agreed nor disagreed with the fourth statement. On the other hand, only

three out of the 50 participants disagreed with the fourth statement. That results in 6% of the

participants showing a sense of disagreement with the fourth statement. Interestingly enough,

none of the 50 participants strongly disagreed with the fourth statement. This clearly shows that

the majority of the participants like to learn information presented on a PowerPoint presentation

along with specific examples or exercises that they complete with a group of their colleagues

during the presentation.

The fifth and final statement on the questionnaire asks the participants if they learn best

when the information to learn is presented in a PowerPoint Presentation along with specific

examples or exercises that are completed during the presentation and over a period of time.

Again, the results showed more of the same positive feeling with this fifth statement. The results

show 40 out of the 50 participants either agreed or strongly agreed with the fifth statement. That

results in 80% of the participants feeling a sense of agreement with the fifth statement. Only


seven out of the 50 participants were neutral to this fifth statement. That calculates out to 14% of

the participants who neither agreed nor disagreed with the fifth statement. On the other hand,

only three out of the 50 participants disagreed with the fifth statement. That results in 6% of the

participants showing a sense of disagreement with the fifth statement. Interestingly enough, none

of the 50 participants strongly disagreed with the fifth statement. This clearly shows that the

majority of the participants like to learn information presented on a PowerPoint presentation

along with specific examples or exercises that are completed during the presentation and over a

period of time.

In the interview, the key to understanding the overarching theme of the results are

looking at words that are repeated in the data provided by the responses from the participants.

For instance, Question 1 asks the participants what words or phrases come to come mind when

they think of “learning.” The responses from the participants indicated words such as “books,”

“training,” “knowledge,” and “education” as the most commonly used words that best described

“learning” to them. All these words can be described as definitions for the word “learning.”

Therefore, the participants responded to this question by defining what the word meant to them.

In Question 2 of the interview, the participants were asked what words or phrases come

to mind when they thought of “interactive learning environment” and “hands-on

activities/exercises/examples.” The responses from the participants repeated words like “fun,”

“entertaining,” “my style of learning,” and “working with each other/groups” as the words or

phrases that best described an “interactive learning environment” and “hands-on

activities/exercises/examples” to them. All these words and phrases speak to some type of

collaboration and clearly indicate their preference for an interactive learning environment. As a


result, the participants are obviously reinforcing their ideal learning environment as one that

includes interaction and activities that include them in the process of learning.

In Question 3 of the interview, the participants were asked to think back on the previous

Training and Development Seminars in the AIU Financial Aid Department and what they

thought was the most effective way to teach the Financial Aid Advisors the information to learn.

The most commonly used words or phrases evident in the responses from the participants

included the following, but were not limited to: “PowerPoints,” “hands-on,”

“activities/examples,” “quizzes,” “follow-up,” “groups,” and “practice.” All of these words and

phrases have a common theme that embodies the description for interaction. In other words, this

provides even further support for the idea that an interactive learning environment has an

undeniable effect on the learning process. In this situation, the participants are clearly stating that

an interactive learning environment is the most effective way to teach the staff of the AIU

Financial Aid Department information to learn.

In Question 4 of the interview, the participants were asked their personal opinion on the

most effective way that they learned information presented to them. In this situation, remember

that the participants in the interview are the Senior Financial Aid Team Leaders in the AIU

Financial Aid Department. These participants have numerous years of experience and have

undoubtedly endured through countless Training and Development Seminars. Regardless, their

responses proved eerily similar to their statements in Question 3. The most commonly used

words or phrases used by the participants in their responses included the following, but were not

limited to: “PowerPoints,” “hands-on,” “exercises/examples,” “quizzes,” follow-up,” “groups,”

and “practice.” Again, all these words and phrases have some association with something that


describes interaction. Consequently, this is even more support for an interactive learning

environment as the most effective method for teaching information to learn.

In Question 5 of the interview, the participants were asked the most effective methods for

teaching information to learn that can be incorporated in PowerPoint presentations. The most

commonly used words or phrases provided by the participants in their responses included the

following, but were not limited to: “interaction,” “audience participation,” and “examples.”

Repeatedly, there is more and more evidence pointing to some type of interactive learning

environment as the most effective method for teaching information to learn. The responses

provided by the participants to this question clearly state that fact.

In Questions 6 and 7 of the interview, the participants were asked for the most effective

Training and Development Seminars in the AIU Financial Aid Department to date and why that

was the case. The participants were asked to take feedback from their Financial Aid Advisors as

well as take from their own personal experiences in coming up with their responses. The two

most common seminars mentioned multiple times by the participants in their responses were the

“BBAY” and “Military/VA Trainings.” Both these Training and Development Seminars

included group exercises, examples, interaction with the audience, follow-up, and quizzes. All of

these words or phrases previously mentioned are descriptions for effective methods for teaching

information to learn. Furthermore, these words are all related to the idea of an interactive

learning environment. In addition, when the participants were asked why they chose those

seminars as the ones that were most effective in teaching information to learn, there were more

familiar phrases provided in their responses. Words or phrases like “fun,” “multiple interactive

examples,” and “group work” were the overall theme in the responses given by the participants.

These words and phrases clearly embody the definition of an interactive learning environment


and therefore provide the fullest support for an interactive learning environment as the most

effective way to teach information to learn.

Interactive Learning Environment Discussion on the Results

In order to fully comprehend and understand the results of the effect of the interactive

learning environment in the learning process on the staff of the AIU Financial Aid Department,

there must be a discussion on the results compiled from the data gathered. It is important to

provide a summary of the major results as well as show the relationship of the results to the

existing studies relating to this research. Furthermore, there will be a presentation on the

limitations of the study along with the possible implications for future research. To wrap things

up, the overall significance of this study will be explored.

Summary of the Major Results

In the questionnaire, the results clearly show that some type of interactive learning

environment is preferred over a learning environment that did not present any interaction in the

learning process. This is undoubtedly evident because Statements 2, 3, 4, and 5 showed that an

overwhelming majority that either agreed or strongly agreed with those statements. The

participants displayed a range of agreement ranging from the starting point of 70%, a midpoint of

74%, and the high point of 80%. Statement 2, 3, 4, and 5 all incorporated some type of

interaction in their learning process. On the other hand, the only statement that did not present a

learning situation with an interactive learning environment, Statement 1, showed an even greater

majority that either disagreed or strongly disagreed with those statements. The participants

unmistakably presented a sense of disagreement with 82% of those responding to the

questionnaire that either disagreed or strongly disagreed with that statement.


Meanwhile, the responses provided by the participants to the interview show many

common themes when it comes to answering each question. The participants showed a great

understanding of learning and incorporating interactive activities/exercises. The most common

theme regarding learning is that it had to be fun and include the individuals learning the

information in the process of conducting the training. Furthermore, the participants provide

specific examples of which trainings were efficient and why. The most common theme involves

teaching the information to learn while also including interaction from those learning the

information through activities, exercises, and examples. In the end, the initial results of the data

from the interview seem to support the need for an interactive learning environment to enhance

and produce the best results in the learning process.

Furthermore, the analysis of the results from the questionnaires and interviews both

support the hypothesis and research question stated at the onset of the educational research study.

The data in the questionnaires show a majority of the participants want the inclusion of some

type of interactive activity in their learning environment. In addition, the results from the data

collected during the interviews also support a common theme of the inclusion for some type of

interactive learning environment in the learning process. This is clearly evident when looking at

the results from the data collected in the questionnaires and interviews.

Relationship of Results to Existing Studies

In almost every existing educational research study relating to my own research, there is

an overwhelming theme of similarity regardless of the timeframe that the existing studies were

conducted. For instance, in the existing educational research study that incorporated interactive

multimedia design, they came to a similar conclusion that an interactive learning environment is

an effective method for teaching information (James, 1998). In addition, the existing study on


interactive multimedia and problem-based learning in instructional design, their conclusion was

to include an interactive learning environment in the learning process as well (Albion & Gibson,

1998). Furthermore, existing research on interactive multimedia to assist in the transition to the

Learning Paradigm at a university relates to my study because an interactive approach was taken

during that transition (Buckley, Coleman, Cohen, & Stewart, 1999). Similarly, an existing study

on utilizing an interactive learning environment with specific use of technology in improving the

learning process in art education showed further evidence for the reason why they are effective,

just like it was evidenced in my research (Harrell, 2000).

In more recent studies, the effect of group writing as opposed to individual writing as the

interactive learning environment and the effect on the learning process relates to my research

because their results indicated group writing as more effective in the learning process (Cicalese,

2003). Again, these results support the results in my research. Another recent study that uses

computer assisted instruction in various preschool learning environments of the past and over the

period of time that they conducted this research relates to my study because their results showed

that utilizing computers as the interactive learning method providing the most results in the

learning process of the preschool students (Vernadakis, Avgerinos, Tsitskari, & Zachopoulou,

2005). The last example of recent research that relates to my study examines the numerous

interactive worked-out examples over a period of time that they conduct this research (Atkinson

& Renkel, 2007). They determined in their scenarios that the more the interactive the examples,

the better the results in the participants retaining information (Atkinson & Renkel, 2007). As a

result, this provides more proof on the overwhelming positive effect of an interactive learning

environment in the learning process.


The most current information out there provides even more support that an interactive

learning environment is the most effective method for teaching information to learn. For

example, the most current study examining narrative reasoning as the interactive feedback for

subjects in an intensive care nursing program relates to my research because their results show

that utilizing an interactive learning environment resulted in their most successful students

(Stranieri & Yearwood, 2008). Additionally, current research on involving a modifiable typing

interface and prompting as part of the interactive learning environment provided consistently

better results for the most interactive learning environments (Chou & Liang, 2009). The last

current study that focuses on the use of a mobile learning environment as the interactive learning

environment and the effect on the learning process found the mobile learning environment

extremely effective (Yang & Lin, 2010). Consequently, all the existing research presented here

supports the results of my study that an interactive learning environment greatly improves the

ability to retain information and therefore has an indisputable positive effect on the learning

process.

Limitations of the Findings

There must be an exploration on the limitations of the findings of this educational

research study as well. The first limitation of the findings is that the research applies specifically

to the AIU Financial Aid Department and its staff members. Consequently, the results from this

research may not specifically apply as the best way to provide training and development to a

group of employees. Another limitation of the findings involves the effect of PowerPoint

presentations. This educational research study only looks at the effect of an interactive learning

environment in the learning process with PowerPoint presentations as the main form of


delivering the information to learn. As such, providing training and development to staff in a

different manner is not tested by this project.

Implications for Future Research

There are numerous implications for future research that the results of these findings

indicate. The first implication is an internal change in the process for the Training and

Development Team of the AIU Financial Aid Department. The results of this research will be

provided to the Training and Development Team in an effort to improve their methods of

delivery of teaching information to learn. Furthermore, if they institute what these results

indicate of incorporating an interactive learning environment in their PowerPoint presentations,

the need for a follow-up study will be paramount to the continuous improvement of this process

of learning. As a result, there could be more research done on interactive learning environments

in the AIU Financial Aid Department.

Another implication for future research could be determining the “best” and “most

effective” way to present information to learn. This educational research study only looked at

PowerPoint presentations within the confines of the AIU Financial Aid Department Training and

Development Seminars. There could be further research on including the same activities,

examples, and exercises in classrooms and other corporate environments. Consequently, the

results of these findings could lead to research leading to a specific action of change in other

areas of the academic and professional world.

Overall Significance of the Study

The overall significance of this study can be looked at a couple of different ways. The

first way is on a micro scale. The overall significance is the effect of the change on the way

Training and Development Training Seminars are conducted in the AIU Financial Aid


Department. If these results presented to AIU provide convincing evidence to incorporate

interactive learning environments in every Training and Development Seminar, then that is a

very significant change. Gone are the days of teaching information just for the sake of teaching

it. Furthermore, the emphasis on simple memorization and repetition will be greatly reduced in

our office. In the end, the overall significance of this research changes the whole way our

Training and Development Team constructs our seminars.

Another way to examine to overall significance of this study is to look at it from a macro

scale. As I previously mentioned, the results presented in this research could affect the way

classrooms and other corporate environments conduct their teaching and training. In other words,

since the findings given here provide such overwhelming support for an interactive learning

environment, the need to do the same in their facilities will be of utmost importance in keeping

up with teaching information to learn. Regardless of the audience, the overall significance of this

study provides indisputable evidence that an interactive learning environment has an extremely

positive effect in the learning process.

Conclusion

In conclusion, this educational research study provides a complete report on the effect of

an interactive learning environment in the learning process on the staff of the AIU Financial Aid

Department. There was an introduction including the purpose of the study, the problem

statement, and the research question and hypothesis. Furthermore, the theoretical perspective and

definition of terms were given. Then, a comprehensive literature review consisting of

background information, more recent studies, and current information were provided. Finally,

the methods, results, and a discussion on the results were presented. Included in the discussion

on the results was a summary of the major results, relationship of results to existing studies,


limitations of the findings, implications for future research, and the overall significance of the

study.

In addition, the research question for this study was what is the effect of including hands-

on activities and interactive learning exercises in PowerPoint presentations in the learning

process on the staff of the AIU Financial Aid Department? The hypothesis for the research was if

hands-on activities and interactive learning exercises are included in PowerPoint presentations,

then the ability to retain information in the learning environment for the staff of the AIU

Financial Aid Department is greatly improved. In the end, the results show that the effect of an

interactive learning environment on the learning process is obvious. Ultimately, the results not

only prove the hypothesis correct, but also answer the research question stated at the onset of the

educational research study.


References

Albion, P. R., & Gibson, I. W. (1998). Interactive Multimedia and Problem-Based Learning:

Challenges for Instructional Design. Retrieved from ERIC database.

Atkinson, R., & Renkl, A. (2007). Interactive Example-Based Learning Environments: Using

Interactive Elements to Encourage Effective Processing of Worked Examples.

Educational Psychology Review, 19(3), 375-386. Retrieved from Academic Search

Premier database.

Buckley, D., Coleman, W., Cohen, M., & Stewart, R. (1999). Interactive Multimedia Learning

Environments: Tools to Foster Transition to the Learning Paradigm. Retrieved from

ERIC database.

Chou, C.-Y., & Liang, H.-T. (2009). Content-Free Computer Supports for Self-Explaining:

Modifiable Typing Interface and Prompting. Educational Technology & Society, 12(1),

121–133. Retrieved from Academic Search Premier database.

Cicalese, C. (2003). Children's Perspectives on Interactive Writing versus Independent Writing

in Primary Grades. Retrieved from ERIC database.

Harrell, M. H. (2000). Interactive Technology: A Tool for Student-Centered Instruction in

Middle School Art Education. Retrieved from ERIC database.

Interactive Learning Environment. (n.d.) Retrieved from http://virtualschool.edu/ile/

James, J. (1998). Practical Issues in Interactive Multimedia Design. Retrieved from ERIC

database.

http://virtualschool.edu/ile/


Qualitative Research Techniques. (2001). In World of Sociology, Gale. Retrieved from

http://www.credoreference.com/entry/worldsocs/qualitative_research_techniques

Quantitative research. (2003). In Capstone Encyclopaedia of Business. Retrieved from

http://www.credoreference.com/entry/capstonebus/quantitative_research

Stranieri, A., & Yearwood, J. (2008). Enhancing learning outcomes with an interactive

knowledge-based learning environment providing narrative feedback. Interactive

Learning Environments, 16(3), 265-281. Retrieved from Academic Search Premier

database.

Theoretical perspective. (2000). In The Blackwell Dictionary of Sociology. Retrieved from

http://www.credoreference.com/entry/bksoc/theoretical_perspective

Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The Use of Computer

Assisted Instruction in Preschool Education: Making Teaching Meaningful. Early

Childhood Education Journal, 33(2), 99-104. Retrieved from Academic Search Premier

database.

Yang, J. C., & Lin, Y. L. (2010). Development and Evaluation of an Interactive Mobile Learning

Environment with Shared Display Groupware. Educational Technology & Society, 13(1),

195–207. Retrieved from Academic Search Premier database.

http://www.credoreference.com/entry/bksoc/theoretical_perspective

http://www.credoreference.com/entry/capstonebus/quantitative_research

http://www.credoreference.com/entry/worldsocs/qualitative_research_techniques


Appendix A: Questionnaire Responses Raw Data

Questionnaire Responses Total Participants = 50

Statements Strongly Disagree Disagree Neutral Agree Strongly Agree

Statement 1 - I learn best when the information to learn is only presented in a PowerPoint Presentation without any specific examples or exercises given during the presentation.

23 18 5 4 0

Statement 2 - I learn best when the information to learn is presented in a PowerPoint Presentation along with the presenter demonstrating specific examples or exercises during the presentation.

1 5 4 23 17

Statement 3 - I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that I complete by myself during the presentation.

1 4 8 18 19

Statement 4 - I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that I complete with a group of my colleagues during the presentation.

0 3 12 22 13

Statement 5 - I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that are completed during the presentation and over a period of time.

0 3 7 12 28


Appendix B: Interview Responses Raw Data

Interview Responses Total Participants = 14 Questions Responses

Question 1 - What are some words or phrases that come to mind when you think of “learning”?

Left and right brained, formal and informal, books, training, improving, knowledge, teaching, training, study, information, being taught, training, improving, school, teach, interesting, boring, more work, marketable, money maker, not again, exciting, I hope to pass, I got this, opportunity, more information, retaining, school, books, power, knowledge, practice, make mistake, ask questions, learn by doing, education, retaining info, knowledge, growth, repetition, memorization, learning curve, practice, education, wisdom, and take notes.

Question 2 - What are some words or phrases that come to mind when you think of an “interactive learning environment” and “hands-on activities/examples/exercises”?

Fantastic, effective, efficient, groups, computer, group of trainers, easier and fun way to learn, handouts, worksheets, games, fun, entertaining, groups, questions, helping each other, easy, attention getter, does an interactive learning environment occur online?, good grief I have to learn with these people, socializing, PowerPoint, Breeze, my style of learning, best, my idea, practice, experiment, teamwork, socializing, networking, school, training center, learn by doing, on the job training, shadowing, and learn on a computer.

Question 3 - Thinking back of the different ways we provide Training and Development in the Financial Aid Department, what do you think are the most effective ways to teach the Advisors the information to learn?

PowerPoint, worksheets, follow-up on info, hands-on training, practice, repetition, hands-on, group setting, going through examples, hands-on activities/exercises, final quiz, PowerPoint, trainer examples, let us do examples on our own in groups, interactive/hands-on training, PowerPoints, exercises, quizzes, having small group training rather than large group, providing quiz to see if Advisors really understand what was being trained on, group trainings where examples are given, follow-up is provided, first a person that knows the subject very well, next a well planned presentation and good interactive examples, using examples, practicing on my own, allowing time for questions, have examples for people to work in groups and then on their own, definitely needs to be hands-on, shadowing other Advisors doing work at your desk after the training that directly relates to whatever information was previously presented, present to learn, take notes or give handouts, and complete examples.


Question 4 - What are the most effective ways you have learned information presented to you?

PowerPoint, worksheets, follow-up on info, repetition, by actually doing it, practice, repetition, examples, quizzes, taking notes from presentation and completing examples on the information, then continue to use the info, hands-on, PowerPoints, exercises, quizzes, small groups training or one-on-one, some sort of visual presentation and examples I work through myself, making me do it while in the training, teach it to someone else, I learn by doing, also by reading info over a few times or getting other people's interpretation, shadowing other advisors, doing work at your desk after the training that directly relates to whatever information was previously presented, and via game shows.

Question 5 - What are effective methods for teaching information to learn that can be incorporated in PowerPoint Presentations?

Interaction with trainees, worksheets, providing examples, having printouts of examples to work on as we go through the PowerPoint presentation, illustrations, not just written words - Clip Art that is related to topic, make the audience participate somehow: like taking notes and asking questions etc., give several examples, keeping the PowerPoint to 13 words or less on each slide, when the presenter does not speak in monotone, group activities/quiz, examples, examples, examples for trainees to complete, like subjects should be grouped together, using fun information along with facts, pictures, bold print/italicizing, sounds, use bullet points rather than paragraphs, use real examples, and Jeopardy - America's favorite quiz show.

Question 6 - Thinking back on what you’ve heard as feedback from Financial Aid Advisors, as well as your own personal experiences, what do you think have been the most effective Training and Development Seminars presented to date?

Group and one-on-one learning, BBAY training, prior balances, BBAY training, military new hires training, the military/VA trainings were the best, good trainer and good solid examples, prior balances, military, AIU 101, none, none come to mind really - often one hour presentation or training is not sufficient - follow-ups needed, VA training given by VA team, ER, those that involve group activities/exercises - sitting around listening to info without any activity loses the audience, I feel the Verification training that required people to do exercises on their own was really effective as well as the military trainings presented on Chapter 33, and group setting to learn to have a follow-up quiz.

Question 7 - Why do you think those have been the most effective Training and

Fun, multiple examples, they went over information we really needed training on, detailed, took their time, many examples, because we did examples and actually


Development Seminars to date?

continued to use them every day in our work, the presentation was presented clearly and organized, working in groups helped as well, because I was able to retain the information, they were not boring, no particular reason come to mind, no idea, the person knew the subject very well and it was a well planned presentation with good interactive examples; there were PowerPoints, examples, group work, and individual work; when questions are asked to and from the audience or small groups you are more engaged, alert, and attentive - when nothing is required to keep you or your toes you lose interest fairly easily; I think the people presenting were engaging and knowledgeable - additionally, both provided a lot of examples and exercises for the Advisors to complete; and to score well on the quiz after training.


Appendix C: Informed Consent Form

Study on the Effect of an Interactive Learning Environment in the Learning ProcessNovember 28, 2010

You are invited to participate in an educational research study on the learning process. The purpose of this research is to understand ways to improve the learning process. This study is being conducted with individuals in the AIU Financial Aid Department that have received PowerPoint presentations from our Training and Development Team.

There are no known risks or discomforts associated with participation in this study. Furthermore, there are no costs for participating in the study. The data collected will help provide a better understanding of creating an effective learning environment with regard to the learning process. While the data gathered may not benefit you directly, it should provide general benefits to AIU, its employees, its managers, and researchers.

Everything related to the gathering of data for the study is done anonymously. If you choose to participate in the study, names or any information relating back to you will not be collected. No one will be able to identify you or your specific responses. As such, do not include your name in any of the surveys, questionnaires, and/or interviews that you participate in. The surveys and questionnaires are stored electronically in a password-protected storage folder and hard drive. Additionally, interview responses are stored under lock and key in a safe location until they are transferred onto a Word Document. The paper version of the interview responses will then be shredded and disposed in a secure manner. The Word Document containing the interview responses will also then be stored electronically in a password-protected folder and hard drive.

Your participation in the study is voluntary. If you choose to participate in the study, then please complete any appropriate surveys, questionnaires, and/or interviews sent to you. Refusal to participate in the study will not involve any penalty or loss of benefits that you are otherwise already entitled to. In addition, you may choose to discontinue participation in the study at any time without penalty or loss of benefits that you are otherwise already entitled to.

The data will be collected in a question and answer format. For those receiving the surveys and questionnaires, this should take no longer than 5-15 minutes to complete. For those receiving the interview, this should take no longer than 20-30 minutes to complete.

The AIU Financial Aid Training and Development Team reviewed my request to conduct this study. If you have any questions or concerns about anything related to the study, about being in the study, or about your rights in this study, please feel free to contact me, Tim Montellano, by phone at (877) 221-5800 Ext 15326 or by e-mail at [email protected].

Participant: By signing below, you indicate that you have read and understand the information written above and agree to participate in this educational research study.

________________________ _________ _________________________Signature of Participant Date Printed Name

mailto:[email protected]


Appendix D: Permission Letter to Conduct Educational Research

5550 Prairie Stone ParkwaySuite 400Hoffman Estates, IL 60192Toll Free: 877.221.5800

November 23rd, 2010

To Whom It May Concern:

This letter is to confirm that Mr. Tim Montellano, AIU Online Graduate Student, has the permission from the Financial Aid Training Team at AIU Online to conduct research for his study within the Financial Aid Department for his study, “The Effect of an Interactive Learning Environment in the Learning Process.”

Mr. Montellano will have access to surveys and questionnaires from employees of the AIU Financial Aid Department as well as conduct any necessary interviews related to his study.

If there are any questions, please feel free to contact us.

Signed,

Thomas Cashion Jaime MartinezAIU Financial Aid Training Manager AIU Financial Aid Training Manager


Appendix E: Questionnaire

1. I learn best when the information to learn is only presented in a PowerPoint Presentation without any specific examples or exercises given during the presentation.

1 – Strongly Disagree 2 – Disagree 3 – Neutral 4 – Agree 5 – Strongly Agree

2. I learn best when the information to learn is presented in a PowerPoint Presentation along with the presenter demonstrating specific examples or exercises during the presentation.


3. I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that I complete by myself during the presentation.


4. I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that I complete with a group of my colleagues during the presentation.


5. I learn best when the information to learn is presented in a PowerPoint Presentation along with specific examples or exercises that are completed during the presentation and over a period of time.



Appendix F: Interview

1. What are some words or phrases that come to mind when you think of “learning”?

2. What are some words or phrases that come to mind when you think of an “interactive learning environment” and “hands-on activities/examples/exercises”?

3. Thinking back of the different ways we provide Training and Development in the Financial Aid Department, what do you think are the most effective ways to teach the Advisors the information to learn?

4. What are the most effective ways you have learned information presented to you?

5. What are effective methods for teaching information to learn that can be incorporated in PowerPoint Presentations?

6. Thinking back on what you’ve heard as feedback from Financial Aid Advisors, as well as your own personal experiences, what do you think have been the most effective Training and Development Seminars presented to date?

7. Why do you think those have been the most effective Training and Development Seminars to date?

montellano edu612 ip4

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