Impact of Technology and Multimedia

Instructors must consider several factors when it comes to creating an online course. Some of these factors are choosing an online platform that is suitable and accessible for students, developing and creating engaging learning materials, and implementing technology. Creating an online course affects how the students engage with the course material and their overall experience with the course. In online learning, technology and multimedia are tools that can play a key part in the effectiveness of the course. For instance, games and simulations in online education have become a popular strategy to engage students and improve learning outcomes (De Freitas, 2006). Games can be defined as tasks that engage students, involve decision-making, and promote knowledge acquisition from a new perspective. In contrast, simulations can be defined as an activity to explore and replicate real-life situations (Conrad & Donaldson, 2011). These tools cater to diverse learning styles and foster dynamic, interactive experiences that enhance accessibility and engagement. A key advantage of using games and simulations is the students' increased motivation level. 

Another tool is incorporating gamification into the course. This could include adding elements like badges when a learner completes an assignment or reads. The element of using badges in the course can help motivate learners by making learning more interactive, rewarding, and social (Saleem et al., 2022). In addition, instant rewards (such as badges) can make learning more engaging and give students immediate reinforcement. Also, earning badges, points, and progress tracking could make learning feel more like a game and increase students' engagement with the content (Saleem et al., 2022). Lastly, using gamification tools can give students immediate feedback and a sense of accomplishment (Alzahrani & Alhalafawy, 2022).

 No matter what technology or multimedia is chosen, various factors must be considered before implementing these tools into the course. For instance, it is important to use technology and multimedia that the online platform will support (Abdulrahaman et al., 2020). Another factor is that the chosen tools should complement the educational content rather than distract from it. Additionally, instructors must prioritize accessibility by ensuring that all tools are usable for learners with varying abilities, including those with visual or auditory impairments (Gronseth et al, 2021). The tools selected must be intuitive, reliable, and seamlessly integrated into the course content without overwhelming students. Another issue is that not all students may learn by using games or other multimedia elements. Therefore, the instructor should deliver the learning content differently depending on the student's learning style.

The usability and accessibility of technology and multimedia tools are critical for online learning. The reason is that instructors want to ensure that all students, regardless of their learning abilities or disabilities, can effectively engage with the course content (Cooper et al., 2007). Usability ensures that the tools are intuitive and user-friendly. This allows instructors and students to focus on learning rather than struggling with the interface (Cooper et al., 2007). Accessibility ensures that students with disabilities, such as visual or hearing impairments, can participate fully by offering features like screen readers, captions, or adjustable text sizes(Gronseth et al., 2021).

As someone who is getting a Master's in instructional design and as an instructor, I need to be more aware of the need to select and implement technologies that enhance the learning experience while being mindful of the diversity of students that I may have. As an instructor, tools like Learning Management Systems (LMS) such as Canvas and Blackboard allow for the integration of technologies and multimedia seamlessly (Boettcher & Conrad, 2016). This allows me to create content that is accessible and engaging and is essential for creating an effective online learning environment.

 

Reference

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05312

Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits and challenges of using gamification across distance learning platforms at higher education: A systematic review of research studies published during the COVID-19 pandemic. Journal of Positive School Psychology, 6(10), 1948-1977.

 

Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.).San Francisco, CA: Jossey-Bass.

 

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J, 15(3), 231–245. https://doi.org/10.1080/09687760701673659

Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for diverse learners.

 

Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.


Sanchez, I., & Gunawardena, C. N. (1998). Understanding and supporting the culturally diverse distance learner. Distance learners in higher education: Institutional responses for quality outcomes, 47-64.

 

 

Comments

  1. WUEDUC6145ChristopherStangFebruary 8, 2025 at 9:36 PM

    Hello Heather, Dr. Harrison and Class,

    Heather discussed gamification. That is giving for example badges to learners each time the learner accomplishes a task or meets a goal. One of my favorite things to do in electronics school for the navy was to complete each module in my first school. There were roughly 24 modules that had to be read in 12 weeks. Students read for several hours a day to complete each module. After completing each module I felt psychologically like I had accomplished an important task. I felt good about my work. I hated undergraduate work later in life because as a student I could not read each chapter of a textbook and complete the book by the end of the course. That gave me a feeling of not doing my job or work or not having the same sensibility of accomplishment. If I created a school I would give learners a badge for each module they completed and ensure all modules assigned could be and were completed during the course. Confronting a student with information in a textbook that is not tested or is different from lecture material confuses students on how to use the book and score well on tests. Hurting the learning of a student by mixing instruction and overloading a student with instruction not part of the course and credit hours makes no sense and interferes with the benefit of class (i.e. group) participation (Michaelsen & Sweet, 2008, p. 1).

    References

    Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based learning.

    New Directions for Teaching and Learning, 2008(116), 7−27. 1 https://doi.org/10.1002/tl.33

    ReplyDelete

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