30-08-2014, 12:37 PM
MULTIMEDIA LEARNING SYSTEM
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INTRODUCTION
A plethora of research literature abounds on multimedia learning and its impact on the
teaching and learning processes. The growing development of technology-mediated
learning systems has lead to ‘flexible delivery’ and ‘virtual learning’, which has created a
whole new learning environment that enables learners to take charge of their own
educational experiences. Experts expound that multimedia enhances learning, and the
used of it in an online education is increasing (Quintana, 1996). Najjar (1996) reviewed
numerous studies and found that ‘learning was higher when information was presented
via computer-based multimedia systems than traditional classroom lectures’. However,
there appears to be a concern about sustaining interactivity within a web-based learning
system. Interactive experience for the user, i.e. instructors and learners is defined as ‘a
multi-dimensional, multi-sensory interweave of self-directed reading, viewing, listening,
and interacting, through activities such as exploring, searching, manipulating, writing,
linking, creating, juxtaposing, and editing (Wilson, 1992: 186).
WEB-BASED LEARNING
Research on interactive multimedia learning reveals strong positive effects on learning
(Fletcher, 1989), which among others includes that learning takes less time, is enjoyed
more and increases learning. Web-based instruction is becoming a convenient and
popular means in higher education. The first prototype on-line system, which suggests
self-paced learning among the undergraduates, was realized in 1997. MMU first
introduced its web-based learning tool by having instructors create course contents in the
html file format, with no standardize template and clear guidelines, which eventually
resulted in varied formats and designs within a particular course. This was due to the fact
more than one instructor was involved in designing the course content. Recognizing the
limitations of the on-line notes, a second tool, i.e. LOTUS Notes, was next introduced.
The only difference that sets it apart from the previous tool is the availability of
standardized templates to prevent user confusion. It also ensures that all courses have the
necessary features set by the course online committee. A team of MMU staff was set up
to develop a customized web-based learning tool known as On-line Notes (Figure 1),
which substituted the on-line system and Lotus notes
MULTIMEDIA LEARNING SYSTEM
MMU eventually designed the Multimedia Learning System (MMLS). It is a web-based
courseware delivery engine that utilizes multimedia to enhance the teaching and learning
process, with a ‘virtual teacher within a virtual classroom’. One of the primary
considerations in designing the MMLS is the inclusion of features that add value to
students learning by incorporating elements of interactivity. The particular virtues of the
MMLS allow instructors to interact with the system and with learners, and vice versa
(Figure 2). Interactive learning with live-action video, audio, graphics, feedback, expert
advice and question and answer aim to keep the learners engaged, i.e. captivate and retain
learners’ interest. It represents a move towards active learning and can be use as a
constantly available learning resource for learners. Both instructors and learners play an
active role in the education process
Progress Monitoring and Performance
Another interactive feature of the MML system is Progress Monitoring and Performance
of learners. The Progress Monitoring provides details on the learners’ accessibility and
time spent on the materials posted on the MMLS. The Progress Monitoring screen
displays the list of learners who have been accessing the system and instructors are able
to view the learners’ progress report graphically, i.e. in the form of tables or graphs. The
system keeps track of the time each slide is accessed. If instructors choose to view the
Progress Monitoring report in the table format, it provides detailed information, such as
the date and time learners accessed a particular page on the MMLS, the topic accessed,
the slides within the topics accessed, the duration they spent on each slide and how
frequently each slide is visited (Figure 7).
LIMITATION OF USE OF THE SYSTEM
The limitation of the use of the MMLS appears to be specific to Internet-based systems,
i.e. download delay, the server and Internet Explorer support
CONCLUSION
With the major concern of incorporating interactivity to diversify and enhance the
teaching and learning process, the MMLS provides a multidimensional nature of on-line
triangular interaction between instructors, learners and system. The development of the
MMLS is ongoing and many more features would be likely to be introduced to further
enhance and support interactivity. Further research is needed to examine the effectiveness
of the interactive elements and its effect on the teaching and learning process.