| | | | | have to put some of their traditional teaching |
| Multimedia is a technology that has taken | | | | techniques to the side to make room for |
| business, industry, and education alike by storm. | | | | multimedia. The old model of faculty lecture note |
| The proliferation of educational and training | | | | taking has shown to be unsuccessful in making |
| materials, incorporation of digitized sound, speech, | | | | efficient use of faculty time for allocating |
| images, and full motion video, with high speed | | | | information to large groups of learners or for |
| computers and videodisc players that break the | | | | learning by students with diverse backgrounds and |
| paradigm of linear, teacher-driven instruction | | | | skills. |
| promises to revolutionize the way we learn. | | | | However since students bring a wide variety of |
| The effective application of this technology in | | | | skills, backgrounds, interests, learning styles and |
| education and training assists the audience in | | | | motivations to the classroom, the challenge for |
| retaining most of the information they hear, what | | | | teachers is to try to match the presentation |
| they see, and what they interact with. In | | | | material to such a diverse audience. Technology |
| multimedia presentation, learning occurs faster | | | | can address this problem in several ways. At a |
| than with classroom instruction, and course | | | | basic level, the variety of presentations provides |
| content is mastered faster. Perhaps equally | | | | a change of pace from a chalkboard or overhead |
| important is that when compared with classroom | | | | projector. For example, a teacher could use |
| instruction, interactive multimedia learning also | | | | technology to produce energetic animations, utilize |
| results in better training. Studies show that | | | | computer models for complex systems, or to |
| participants increase understanding, resulting in | | | | visualize three-dimensional data. |
| greater learning gains. | | | | Another benefit of using various forms of |
| Computer technology provides a prominent and | | | | multimedia is that complicated topics can be |
| multifaceted tool that can transform the way | | | | explained and understood better with the aid of |
| educators teach and the way students learn. | | | | pictures, graphs, animations and simulations. It also |
| Consequently, there is an improved ability to | | | | provides the option to present complex concepts |
| search for abstract or complex material with | | | | in small, chronological steps as a means to |
| increased student comprehension and interest. | | | | improve students’ ability to comprehend |
| Instructors should thus consider the nature of | | | | information in a meaningful way. This concept is |
| technology and the potential range of its uses in | | | | especially important for introductory classes that |
| higher education. One potential use of | | | | have students with assorted backgrounds and |
| computer-enhanced instruction at the university | | | | interests. Compared to the traditional presentation |
| level is to complement lecture courses in ways in | | | | methods, multimedia has the capacity to offer |
| which the computer-enhanced instruction program | | | | instructors control over how and when |
| reviews, reinforces, or adds to materials | | | | information is presented to students. |
| presented in class. This is accomplished by | | | | Besides, a good number of universities have |
| integrating a variety of media sources such as | | | | become captivated with multimedia instruction as |
| words, graphs, sound and visuals. The result is an | | | | a means to improve student satisfaction, |
| improved ability to present abstract or complex | | | | performance and learning. Multimedia use in classes |
| material with increased student comprehension | | | | significantly motivates students by increasing |
| and interest. | | | | student interest, involvement, enjoyment, and |
| Research has shown that students usually learn | | | | liking for the material covered in class. |
| more in classes in which they receive | | | | The outcome of employing multimedia in teaching |
| computer-based instruction and that they learn | | | | college students is a greater long-term retention |
| their lessons in less time with computer based | | | | compared to students taught by traditional |
| instruction. Multimedia allow students to learn in | | | | classroom methods. It has also been observed |
| their own style and at their own pace. An | | | | that students taught with multimedia attend class |
| additional benefit is that CD-ROMs provide media | | | | more frequently and appear to be more |
| and visually rich material that is more likely to | | | | interested than students taught without |
| correspond effectively with students’ | | | | multimedia. |
| individual learning styles. | | | | Consequently, multimedia will continue to grow at |
| Presentation programs offer college teachers the | | | | a rapid rate. Lectures that were once |
| possibility of preparing educational materials that | | | | supplemented with chalkboards and transparencies |
| combine the visual as well as the auditory modes | | | | can now be complemented with a large screen |
| of learning. If the presented materials read clearly, | | | | projection system that can handle the computer |
| the design incorporates a visual analogy, and the | | | | and the Internet. |
| graphic presentation uses sound principles of | | | | Multimedia offers educators the opportunity to |
| emphasis and harmony, computer-enhanced | | | | place their lectures onto the computer, along with |
| instruction can dramatically portray new ideas. | | | | new graphics and sound to create an engaging |
| Learning is a continuous process. However, the | | | | classroom presentation. This technology can lead |
| way instructors teach and students learn must be | | | | to more active learning and adventurous teaching. |
| constantly reevaluated and updated. Teachers | | | | By integrating technology sources into the |
| should be aware of the importance of using | | | | classroom, courses can become more exciting |
| visuals to enhance information. | | | | and stimulating and possibly meet the needs of |
| Computer-enhanced instruction can be successful | | | | students with different learning styles. |
| if faculty chooses to become leaders in the | | | | Multimedia instruction increases learning content |
| adoption of the use of technology to enhance | | | | and retention, and reduces the amount of time it |
| lectures or presentations. The potential of | | | | takes to learn material. Thus, traditional |
| technology is the ability of all students to learn at | | | | instructional and educational media must move to |
| the highest levels with the greatest resources in | | | | incorporate the concepts of multimedia. However, |
| order to have the promise of a future of real | | | | in order to maximize the potential of this |
| opportunity. Studies show significant links between | | | | technology, educators would have to be trained in |
| multimedia instruction and achievement in | | | | the use of the most recent technology. This |
| traditional subject matter. Schools that integrate | | | | implies education not only in the available |
| technology into the traditional curriculum have | | | | technology, but also the concepts governing |
| higher student attendance and lower drop out | | | | effective production and usage, with a |
| rates, which leads to better academic results. | | | | comprehensive curriculum providing both. This |
| It is believed that technology will continue to | | | | would thus facilitate teaching and learning for |
| increase and become a standard part of the | | | | lecturers and students in educational institutions. |
| educational model. As this occurs, educators will | | | | |