Instructors’ Competence and Responsiveness in Multimedia in Teaching-Learning Process in the Context of College of Education at Ifugao State University Potia-Campus

Abstract

This study aimed to ascertain the instructors’ competence and the responsiveness of the instructors in utilizing multimedia in the teaching-learning process, benefits, issues, and the extended support by the administrator among College of Education instructors of Ifugao State University Potia Campus. Descriptive research was used in this study. There were 41 respondents in this study using total enumeration technique. Weighted mean was utilized to determine the extent of responsiveness of the instructors in terms of the utilization of multimedia. The findings of the study underscore with instructors’ role in the educative process in the 21st century, because integrating multimedia is indeed challenging. With the shift of major emphasis from the instructors as source of knowledge in ICT, a new set of competencies can be identified as components of the personality of the instructors, all of which epitomize the whole range of the instructors’ roles and functions by knowing the benefits of computer and technology in teaching. In the performance of their functions as techno-savvy in teaching, instructors look forward to enhancing their skills in computer and technology. Hence, instructors should be motivated and encouraged to pursue their studies in the graduate studies program to further gain insights, knowledge, and other new trends in coping with the difficult concerns they encounter in the performance of their functions. Programs and innovations are needed to enhance the competence of the instructors in utilizing multimedia in pedagogical praxis. References Blair, S. (2014). Multimedia: Making It Work . Osborne/McGraw-Hill, Berkeley, pg. 3. Dubois, M., & Vial, I. (2015). Multimedia design: the effects of relating multi modal information. Journal of Computer Assisted Learning, 16, 157-165. Duderstadt, H. L. (2018). Learning, Teaching, and Scholarship in a Digital age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, Vol. 38, No. 4, pp. 246 – 259 Elisha, M. J. (2016) The application of Information and Communication Technology(ICT) In Nigerian academic libraries prospects and problems. The Information Manager Vol.6 (1) 35-39. Gilakjani, A. P. (2012). The significant role of multimedia in motivating EFL learners’ interest in English language learning. J.Modern Education and Computer Science, 4, 57-66. Kasper, K. L. (2017). Reading, Language Acquisition, and Film JACARANDA, Milton, Queensland, Australia. pp.102. Kozma, R. B. (2015). Learning with media. Review of Educational Research, 61, 179- 211 Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 1, 43-52. Morrison, M., Sweeney, A., & Hefferman, T. (2003). Learning styles of on-campus and off-campus marketing students: The challenge for marketing educators. In Journal of Marketing Education, 25, 3, 208-217 Rogers, L. & Wild, R. (2016). Data-logging: effects on practical science. Journal of Computer Assisted Learning, 12, 130-145. Sankey, M. D. (2006). A neomillennial learning approach: Helping non-traditional learners studying at a distance. The International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2, 4, 82-99. Supic, D.T. (2017). The Foundation Reports on Digital Media and Learning: The Future of Learning Institutions in a Digital Age. The MIT Press Cambridge, Massachusetts London, England pg. 11-17. Tennent, Lee (2013). Multimedia: perception and use in the pre-service instructors’ education. Center for innovation in education. Queen University of Technology, Brisbane, Queenland, Australia. Vaughan, S. (2018). Multimedia: Making It Work. Osborne/McGraw-Hill, Berkeley, pg. 3.   Woheren, H. (2015). An Adaptive Multimedia System for Teaching Fundamentals of Finite Element Method Using the Case-based Content Sequencing. Proceedings of the World Congress on Engineering Vol I WCE. London, U.K. pg 110.