Revisit Planning Effective Multimedia Instructions

2010 ◽  
pp. 131-148
Author(s):  
Chien Yu ◽  
Angela Williams ◽  
Chun Fu Lin ◽  
Wei-Chieh Yu
Keyword(s):  
Learning Styles ◽  
Retention Rates ◽  
Learner Satisfaction ◽  
Teaching Tool ◽  
Instructional Media ◽  
Instructional Multimedia ◽  
Pedagogical Design ◽  
Multimedia Education ◽  
Improved Learning ◽  
Effective Use

Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and as a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can allow greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Planning Effective Multimedia Instruction

2011 ◽  
pp. 216-231
Author(s):  
Chien Yu ◽  
Angela Williams ◽  
Chun Fu Lin ◽  
Wei-Chieh Yu
Keyword(s):  
Learning Styles ◽  
Retention Rates ◽  
Learner Satisfaction ◽  
Teaching Tool ◽  
Multimedia Instruction ◽  
Instructional Multimedia ◽  
Pedagogical Design ◽  
Multimedia Education ◽  
Improved Learning ◽  
Effective Use

Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can permit greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Planning Effective Multimedia Instruction

2008 ◽  
pp. 1668-1682
Author(s):  
Chien Yu ◽  
Angela Williams ◽  
Chun Fu Lin ◽  
Wei-Chieh Yu
Keyword(s):  
Learning Styles ◽  
Retention Rates ◽  
Learner Satisfaction ◽  
Teaching Tool ◽  
Multimedia Instruction ◽  
Instructional Multimedia ◽  
Pedagogical Design ◽  
Multimedia Education ◽  
Improved Learning ◽  
Effective Use

Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor’s ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can permit greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Planning for Multimedia Learning

2008 ◽  
pp. 1088-1104
Author(s):  
Patrick J. Fahy
Keyword(s):  
Organizational Culture ◽  
Multimedia Learning ◽  
Design Principles ◽  
Learning Systems ◽  
Learner Satisfaction ◽  
The Internet ◽  
Completion Rates ◽  
Multimedia Tools ◽  
Pedagogical Design ◽  
Improved Learning

Multimedia tools, applied with awareness of the realities of organizational culture, structures and finances, have been shown to enhance the performance of learning systems.  If some predictable pitfalls are avoided, and proven pedagogical design principles and appropriate vehicles (including the Internet) are used effectively, multimedia can permit greater individualization, in turn fostering improved learning, learner satisfaction, and completion rates.

Planning for Multimedia Learning

2005 ◽  
pp. 1-24
Author(s):  
Patrick J. Fahy
Keyword(s):  
Organizational Culture ◽  
Multimedia Learning ◽  
Design Principles ◽  
Learning Systems ◽  
Learner Satisfaction ◽  
The Internet ◽  
Completion Rates ◽  
Multimedia Tools ◽  
Pedagogical Design ◽  
Improved Learning

Multimedia tools, applied with awareness of the realities of organizational culture, structures and finances, have been shown to enhance the performance of learning systems.  If some predictable pitfalls are avoided, and proven pedagogical design principles and appropriate vehicles (including the Internet) are used effectively, multimedia can permit greater individualization, in turn fostering improved learning, learner satisfaction, and completion rates.

Using Popular Television as a Teaching Tool for the Linguistically Diverse

1978 ◽  
Vol 7 (2) ◽  
pp. 143-150
Author(s):  
Muriel Wall
Keyword(s):  
Ethnic Diversity ◽  
Oral Communication ◽  
Linguistically Diverse ◽  
Teaching Tool ◽  
Media Communication ◽  
Communication Techniques ◽  
Plot Analysis ◽  
Research Findings ◽  
Popular Television ◽  
Effective Use

“Using Popular Television as a Teaching Tool for the Linguistically Diverse,” illustrates how media communication techniques can be adapted for curriculum development. A close look at this medium indicates that its power can be bridled for effective use within the learning environment. Theoretical and practical information is combined because strategies, based on research findings, use popular television series suggested by the students to provide recommendations for lessons to develop pronunciation, oral communication, plot analysis and writing composition as well as analysis of cultural factors concerning ethnic diversity. Guidelines are also included for developing television discrimination.

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

2016 ◽  
Vol 2 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Terri A. Scandura
Keyword(s):  
Action Research ◽  
Learning Styles ◽  
Student Learning ◽  
Appreciative Inquiry ◽  
Research Method ◽  
Master's Degree ◽  
Teaching Tool ◽  
Master’S Degree

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students’ reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses at both the undergraduate and master’s degree levels gain understanding of student learning and ideas on how to improve courses. The exercise and sample responses from students are provided to demonstrate how the exercise works. Three variations are presented: mapping the exercise onto Kolb’s learning styles, running the exercise at the midpoint of a course, and a case study of an AI implementation in an organization.

scholarly journals Membangun Karakter Peserta Didik MI/SD Melalui Media Komik Pembelajaran

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Sigit Dwi Laksana
Keyword(s):  
Learning Process ◽  
Educational Institution ◽  
Learning Activities ◽  
Instructional Medium ◽  
Teaching Tool ◽  
Instructional Media ◽  
Media Design ◽  
The Family ◽  
Key Factor

<span class="fontstyle0">Problems of students’ character are currently the main focus in the education realm. The role of the family, teachers, and the society is critical in shaping the character of children.<br />The weakness of character-based learning in an educational institution has been the key factor on the problem of student characters. The teacher in the learning process is often less<br />inovative and creative in designing the learning process, especially in terms of learning media design. Comic is one of media that can help students and can replace the position of teachers in learning activities both inside and outside the classroom. Comic can be used in a two-way learning process, namely as a teaching tool and as a medium for shaping the character of the students. Based on observation field, it is known that in the process of learning, comic as instructional medium has never been utilized. Therefore, the presence of learning media in the form of comics is expected to assist the teacher in the learning process and helps in forming the character of students. Comic languages using polite language are expected to avoid impolite languages and not in accordance with the objectives of education character. This also inspires the use of instructional media comic contents of learning materials in elementary school. Comics as a medium of learning is able to build the foundations of character for learners and are ultimately capable of constructing human characters that are intact and resilient.<br /></span><strong></strong>

scholarly journals Exploratory Examination of Relationships between Learning Styles and Learner Satisfaction in Different Course Delivery Types

2013 ◽  
Vol 1 (1) ◽  
pp. 64 ◽  
Author(s):  
S. Michelle Cox ◽  
Kuan Chen Tsai
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Learning Preferences ◽  
Course Delivery ◽  
Learner Satisfaction ◽  
Learning Situation ◽  
Optimal Learning ◽  
Learning Satisfaction

Many scholars have underscored the importance of recognizing the variety of students’ learning preferences and then adapt appropriate teaching strategies to fit this variance in order to create an optimal learning situation for most students in classes. The purpose of this study was to identify which of the learning preferences would be related to learner satisfaction. Two major findings were found. First, the learning preferences of this sample showed that most of students were balanced learners in the Active-Reflective and the Sequential-Global dimensions. Second, the regression analysis indicated that the Sensing-Intuitive dimension was the strongest predictor of students’ learning satisfaction.

Sign in / Sign up

Export Citation Format

Share Document