Designing Interactive Multimedia Curricula to Enhance Teaching and Learning in the Malaysian Classroom- from Teacher-Led to Student-Centered Experiences

By Neo, Mai; Tse-Kian, Ken Neo et al. | International Journal of Instructional Media, Winter 2007 | Go to article overview
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Designing Interactive Multimedia Curricula to Enhance Teaching and Learning in the Malaysian Classroom- from Teacher-Led to Student-Centered Experiences


Neo, Mai, Tse-Kian, Ken Neo, Eshaq, Ahmad Rafi Mohamed, International Journal of Instructional Media


INTRODUCTION

In the traditional education realm, the role of the teacher is to provide content and information to students. The information or content that is presented is based on the teacher's curriculum and other relevant information for the class. In the past few decades, educators have used various types of instructional technologies for delivery of instruction to their students. Radio, film, television and video are the instructional media which were most often used. However, the use of these media has not made any significant change in the instructional communication strategies and produced the results desired by the educators.

In recent years, the advent of multimedia and the ICT has rapidly transformed the scenario in using instructional technologies in the educational institutions in Malaysia, particularly in higher education. The fusion of technology and educational content has an important bearing on our instructional methodology. The very same content can be converted into the electronic form by using multimedia authoring tools and presented on the PC. This has enabled the teacher to present his/her educational content in multimedia format and in an interactive, multi-sensory manner rather than the traditional single media format (text) This not only provides the teacher with a more effective way to transfer knowledge and information to students, but also enable the students to learn in a more productive way.

The focus in education today is thus moving away from the traditional teacher-led learning perspective where students are passive rote-learners to the modern student-centered paradigm, where students are active learners and participate in their own learning process. This shift in focus has been made possible with the infusion of the ICT, especially the multimedia technology, into the teaching and learning process. The multimedia technologies used can transform the traditional materials into interactive multimedia content. Consequently, this has created an impact on the content development and the delivery methodology, and strengthening the way teachers teach and students learn. In this context, there is a need to adjust the educator's approach to teaching, preparing contents and delivering learning materials in accordance with the existence of multimedia and ICT. As the next generation becomes more familiar with computers and the Internet, they are going to expect information in the classrooms to be delivered in the same pattern.

Many educators today see multimedia as part of a combination of technology resources, which included media elements such as text, graphics, sound, video and animations, instructional systems and computer-based support systems. In fact, multimedia is changing the way we communicate with each other. The inclusion of media elements reinforces the message and the delivery, which leads to a better learning rate. The power of multimedia lies in the fact that it is interactive and multi-sensory, stimulating the many senses of the audience, which consequently leads to better attention and retention rates. Research has shown that people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously [1].

As such, many are turning to multimedia as a means to better communicate their message and to foster better feedback on the information exchanged. For many years, multimedia and multimedia developers were housed in selected industries such as advertising, entertainment and edutainment, games and corporate computer-based training (CBT) systems. However, multimedia is now penetrating the education field and changing the way teachers teach and students learn. With the advent of the ICT and multimedia in the classrooms, teachers can equip themselves with these technological skills and become better communicators of their content materials, and thus enabling the students to learn in a more productive way.

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