Abstract
Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and as a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can allow greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.
TopThe rise in the usage of technology is bringing about rapid change in the educational environment. In keeping with this changing environment, teachers need to discover ways to broaden their range of teaching methods so that they can produce more effective learners. Emerging trends including individualized learning, cooperative learning, collaboration learning, learner center approach, and assessment portfolio have been playing an important role in education. Research indicates the importance of increased technology integration in the classroom. When using interactive technology, students not only learn more quickly and pleasantly, but also learn the much needed life skill of learning how to learn (Vogel & Klassen, 2001). However, many educators today are facing the issue of integrating technology into their instruction (Wang & Speaker, 2002).
Technology continues to change dramatically. Although it may be recognized by educators that multimedia technologies have the potential to offer new and improved learning opportunities, many educators fail to realize this potential (Torrisi-Steele, 2005). Similarly, Kaufman (2002) also summarizes that most teachers have been taking advantage of technology’s mass storage capacities, but they have not exploited its greater potential to motivate knowledge construction and facilitate problem-solving. As a result, a number of educators using multimedia technologies in their learning environments are mainly limiting its use to a tool for data access, communications, and administration (Conlon & Simpson, 2003) rather than a tool for integrating curriculum (Torrisi-Steele, 2005). This lack of true integration results in minimal change in both pedagogical strategies and learning environment (Tearle, Dillon, & Davis, 1999).
Key Terms in this Chapter
Computer-Assisted Instruction (CAI): Primarily refer to the use of computer(s) to present instruction to students. CAI is designed to help students learn new materials through interacting with the computer and students can progress learning with their own speed.
Simulation: An interactive multimedia application device intended to imitate a real life situation and permit the user to partake and experience in a risk-free environment.
Virtual Reality: An interactive computer-based technology that allows the user to execute/perform actions in Multi-dimensional setting.
Asynchronous: A method of two-way transmitting data in which the parties present in the different time and space. An example of asynchronous communication is e-mail.
Multimedia Instruction: Computer-based guidance that involves the use of diverse types of media, such as presentations, web-based guides and online tutorials, in order to convey an instructional message.
Synchronous: A method of two-way transmitting data in which the parties present in the same time and space. An example of synchronous communication is a Chat room.
Multimedia: The use of innovated technology to integrate text, graphics, animation, video and audio to transmit information.
E-Learning: E-Learning is the use of network technology (broadly, the “Internet”) to design, deliver, select, administer, and extend learning. Components of Internet-enabled learning can include content delivery in multiple formats, management of the learning experience, and a networked community of learners, content developers and experts.