Not Just Bells and Whistles: Effective Use of Multimedia to Advance Online Learning

• In Event: Unpacking Online Outcomes: Applying Research to Improve the Online Community College Learning Experience

Abstract

Lack of person-to-person interaction within the online space is often cited as a challenge to both teaching and learning at a distance. With an increase in technological innovation, online instructors now have many resources and strategies at their disposal to overcome this limitation. Multimedia tools are one such resource, making it possible for instructors to establish a stronger presence online while also allowing students to interact with their instructors, each other, and content in more creative and substantive ways (Anderson, 2004; Balaji and Chakrabarti, 2010; Kupczynski et al., 2010; Shea et al., 2010). However, incorporating multimedia tools alone will have little effect on student outcomes if they are not purposefully integrated to support learning objectives (U.S. Department of Education, 2009, pg. 40). Drawing on qualitative data from the “Enhancing Online Course Outcomes: An Exploration of Teaching & Learning in Virginia” study of 26 courses, this paper will: a) discuss the range of multimedia tools used in the online classroom, b) catalog the ways in which multimedia tools are used, and c) provide examples of the effective integration of multimedia tools to achieve specified learning objectives.

Preliminary findings show that while most of the observed courses incorporate multimedia tools, the extent to which instructors use these tools to achieve learning objectives varies. This variability may be a reflection of the design and functionality of tools, the learning activities in which it is utilized, how it is deployed, and students’ understanding of and ability to effectively engage the tools. We find that instructors rarely articulate what students are expected to learn from the multimedia, how use of these tools can facilitate different approaches to learning, or how students will be assessed on their understanding of the material provided through the multimedia tools. Lacking these components, multimedia tools may fail to enhance content or learning.

A small number of observations demonstrated that more thoughtful multimedia integration is attainable, but requires significantly more instructor preparation. For example, several instructors use technological tools to elaborate on more challenging topics, present new concepts particularly well-suited for audio/visual demonstration, create a dedicated space for discussion of students’ questions, and/or introduce learning objectives or new material for each week’s lesson—all of which are strategies that may contribute to more robust learning opportunities for students. Specific tools used to support these strategies include narrated PowerPoint presentations, interactive chat sessions, lecture capture, embedded audio files, and links to web-based multimedia materials (e.g., YouTube videos). Importantly, students report appreciating the inclusion of “live” faculty-led multimedia interaction through video, audio, or chat because it helped to create a stronger instructor presence within the course.

This paper will ground the empirical analysis in a theoretical framework on online teaching and learning that draws from existing research on pedagogy, learning theory, adult education, and instructional technology. It will specify challenges to effective use of multimedia in online courses and make recommendations to practitioners and policymakers. The presentation will showcase examples of the effective use of multimedia and encourage the participation of the audience.

Authors

• Nikki Edgecombe, Teachers College, Columbia University

• Zawadi Rucks-Ahidiana, Teachers College, Columbia University

• Melissa Barragan, Teachers College, Columbia University