Interactive Multimedia for Effective e-learning

Existent literature has emphasised the importance of the design of a comprehensive framework of interactive multimedia for effective e-learning (IMMel) adoption. This framework will help educators to (1) better understand IMMel’s use as an effective teaching technological environment and (2) to identify the factors that influence the adoption of IMMel. However, since its integration in higher education institutions, IMMel has been criticised as an alternative and/or as a complement to the face-to-face teaching method. Advocates of face to face teaching claim that IMMel is nothing else than minor online dialogues, or simple means of delivering traditional class materials electronically using multimedia. To become an effective e-learning environment and address such criticism, IMMel researchers, educators and other relevant stakeholders have to identify and critically analyse the factors that influence the adoption and the success of such teaching method. This study takes the perspective of the students, to propose a framework that builds on the innovation diffusion theory and technology acceptance model, to provide a comprehensive mapping of the factors that influence IMMeL adoption. This framework is critically evaluated in order to better understanding the interrelationships between the internal, external and pedagogical factors that influence the adoption of IMMel. This framework is validated using data collected from a sample of De Montfort University’s students. Data were analysed using Partial Least Squares- SEM method. Findings provide a unique framework that can be used for measuring learner adoption of IMMeL services. This framework provides further insights for researchers and guidance for future research. More importantly, this result provides a vital tool that can be used by practitioners to design appropriate interactive multimedia for effective e- learning environment. In addition, this study discusses the use of interactive multimedia e-learning as an enabler for instructors to become developers of their own learning content by focusing on the creation of an IMMeL using an Instructional Design Model i.e. Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The effect on students’ achievement in IMMeL environment and participants’ opinions on the IMMeL environment was analysed. To be able to measure the effect on students’ achievement, a pre-evaluation and post- evaluation procedures is and complementary evaluations are carried out to assess participants' responses toward the use of IMMeL for teaching and learning Python programming concepts. The study shows that the IMMeL positively effects students’ achievement. It is providing powerful tools for accessing, storing and distributing information and re-shaping the delivery methodology of educational content. Finally, the study discusses the implications for educators, provide specific recommendations for practitioners/designers and give suggestions for further research on the trends of infusion of IMMeL into the teaching and learning process.

Name dc:type.qualificationname

PhD

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

De Montfort University

Year dc:date.issued

2017

Author dc:creator

• Lahwal, Fathia Mansour

Licence

• https://dora.dmu.ac.uk/bitstreams/81852d24-8f07-4322-870b-ced919450a22/download