Abstract
Multimedia learning helps students understand concepts. Almost all subjects nowadays require multimedia to accomplish their learning objectives, one of them being the Computer Networks course. However, the major population of institutions follows a traditional approach to teaching when it comes to the Computer Networks subject. Abstract concepts and principles are described by the lecturer orally and followed by illustrating some examples using the whiteboard. This situation has decreased students’ interest and problem-solving skills. Therefore, innovation of the learning model is imperative for a new development. This study discusses the impacts of multimedia teaching and learning of Computer Networks in the Direct Problem-Based Learning (m-DPBL) approach. A quasi-experimental group with pre-test and post-test design was used. Third-year students (N=276) who took Computer Networks subject from two different departments in Dian Nuswantoro University, Indonesia and five lecturers participated in this study. Two selected instructional approaches; one used direct instruction lecturer approach while the other used the m-DPBL approach. Standardised questionnaires of attitude, interest, and creative thinking, teamwork, and knowledge abilities were administered before and after three weeks. Learning outcomes were significantly positively (Sig. p =.000) in terms of students’ attitude, interest (Sig. p =0.001), and knowledge (Sig. p = .000). There were differences in the mean scores between direct instruction and the m-DPBL approach. Students’ attitude mean score increased 2.15 points (7,8%), students’ interest mean score increased 1.34 points (4,4%), and students’ knowledge mean score increased 11.22 points (25,9%).
Highlights
Much of the changes we see are driven by demands for graduates who are able to function in the workplace
In two selected educational programmes, one used direct instructional approach that consisted of 140 students; while the other used the m-Direct Problem-Based Learning (DPBL) approach that consisted of 136 students
For the m-DPBL group, there were 136 students assigned to 25 mDPBL groups; each m-DPBL group consisted of five - six students
Summary
Much of the changes we see are driven by demands for graduates who are able to function in the workplace. The lecturers use verbal communication, whiteboard, and slide presentation in the teaching process In the classroom, they carry out an explanation for the subject according to the textbook and write it on the whiteboard. The students’ activities in the classroom include listening to the explanation of the teacher, take notes, memorising the subjects and do some assignments This traditional approach has made the students become stressed and bored, while decreasing their problem-solving skills [3]. It is interactive; enabling the end-users of the application to control the content and flow of information [4] This has introduced important changes in our educational system and impacted the way we communicate information to the learners [5]. This study discusses the impacts of the multimedia teaching and learning for Computer Networks subject in the Direct Problem-Based Learning (m-DPBL) approach in Dian Nuswantoro University, Indonesia
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