Assessing the Contribution of Media Elements in Online Multimedia Instructions for Distance Learning

Abstract

The synergy of technology and education has paved the way for multimedia to be an acceptable method of maximising online distance learning, resulting in its increased use and a need to design and develop more multimedia instructions. Disparities between theory and practice show that online courses are not always designed to fully support multimedia learning. This study investigated the design of instructional multimedia learning resources to understand the contribution of media elements to the online distance learning courses of a university in a developing country. A single case study technique was employed to explore how the integration of multimedia elements in an online course design contributed to learning. A qualitative research inquiry was followed, with data being provided by 23 students and facilitators. Data was also obtained from document analysis. The principles of the cognitive theory of multimedia learning were used as a lens through which to assess the impact of media elements. The researchers found that engaging, motivating and interactive environments maximised learning. The results indicated that video media were essential and preferred media elements but were inadequate as a support tool. The use of other media, such as animation, audio and interactive simulation (especially via multimedia) to support learning was not fully explored.