The Effectiveness of multimedia instruction in online Technological Training programs in higher education

• In Event: Higher Education, Beliefs and Ethics

Proposal

With the ubiquity of technology and the internet, online learning has gained popularity globally and asynchronous education has mushroomed as a viable alternative delivery for institutions worldwide since the outbreak of the pandemic. Multimedia instruction has been found to be effective in enhancing students’ learning motivation and results in technology learning programs (Chen & Yang, 2020; Gao, 2022; Mayer, 2020; ). Howere, these studies use a pedagogical paradigm and fail to take into account the unique learning characteristics of adult learners in higher education. Thus, studies are needed to extend the multimedia instruction and integrate an andragogical model to construct a new combined intervention that helps educators design effective and scalable asynchronous learning experiences.


The researcher of this empirical study drew on the multimedia principles of CTML and adult learning principles of Andragogy to shape the design and development of the multimedia intervention, comprising screencast videos, simulations, mind maps, and real-world-based exercise files. The purpose of this study was to investigate the effectiveness of multimedia instruction in improving learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360.


The first theory of prominence factored into this study is Mayer’s (2003, 2020) cognitive theory of multimedia learning (CTML). This theory provides evidence-based insight on transforming knowledge information into a multimedia-based learning representation, which enables learners to process information effectively with limited cognitive capacity. The second theory that comprised the framework for this study is Andragogy, also referred to as adult learning theory (Knowles, 1989; Knowles et al., 2015). Based on the characteristics of adult learners, Knowles et al., (2020) posited a set of assumptions about adult learners, which constitute the andragogical model. The assumptions of Andragogy include: (a) The need to know; (b) The learners’ self-concept; (c) The role of the learners’ experiences; (d) Readiness to learn; (e) Orientation to learning; and (f) Motivation to learn (Knowles et al., 2020, pp. 44-46). In light of the two prominent theoretical frameworks, the researcher is designated to develop a new framework that helps educators to develop effective technological instruction programs for learners in higher education.


This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the CTM and Andragogy enhanced instruction.


The researcher has applied a series of quantitative data analysis tools and conceptions: 1) Levene's test to check against the heterogeneity across the datasets; 2) Shapiro-Wilk (SW) and Kolmogorov-Smirnov (KS) test yo check against the normality of datasets; 3) T-test and Cohen’s D to analyze to what extent does my original technology-enhanced intervention facilitate learning experience and outcomes. The researcher also analyzed qualitative data (i.e., the semi-structured individual interview), centered on six central questions, and coded them into three themes: learning benefit, learning engagement, and learning iteration.


The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01<0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67).


The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 < 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 > 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 > 0.05, Cohen’s d = 0.42).


The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training.


This research revealed a noticeable effect of the videos, simulations, and mind-maps in improving learning outcomes and motivation. It provides an original evidence-grounded framework that delivers learners with a one-stop learning experience for them to learn and play the target skill in a flexible, safe, and effective learning setting. It helps educational practitioners to effectively leverage technological education for global learners. It provides institutions with scalable training strategies that help to prepare a technologically competitive workforce for the society.


Educational leaders should enable instructional technologies and define governance and processes to support the integration of the videos, simulations, and mindmaps. Additional research implementing the CTML and Andragogy with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations.




Reference
Gao, S. (2022). Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into
Self-Paced Training and Development Programs. Retrieved from https://repository.usfca.edu/diss/640


Mayer, R. E. (2020). Multimedia learning. Cambridge University Press.

Author

• Shanshan Gao, Amazon