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
