Effectiveness of Multimedia Learning in Higher Education

2011 ◽  
Vol 1 (2) ◽  
pp. 88-92 ◽  
Author(s):  
C. M. Maran ◽  
Selvaraj. C ◽  
B. Ravikumar
Keyword(s):  
Higher Education ◽  
Multimedia Learning

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention

2021 ◽  
pp. 371-389
Author(s):  
Annette Baron ◽  
Kelly McNeal
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Multimedia Learning ◽  
Online Courses ◽  
Learning Needs ◽  
Online Classroom ◽  
Teaching Online ◽  
Online Higher Education ◽  
Education Courses ◽  
Relevant Pedagogy

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.

Science Cartoons (SciToons)

2020 ◽  
pp. 75-102
Author(s):  
Oludurotimi Adetunji ◽  
Roger Levine
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Multimedia Learning ◽  
Scientific Research ◽  
Theoretical Framework ◽  
Stem Fields ◽  
High Quality ◽  
The Arts ◽  
Scientists And Engineers ◽  
And Mathematics

The 21st century offers many technological advancements resulting from cutting-edge research being conducted by scientists and engineers at higher education institutions, industries, and national labs. As exciting scientific research is being conducted, the need to address the challenges of inspiring and engaging new learners in science, technology, engineering, and mathematics (STEM) fields continues to grow. The authors present the Science Cartoons (SciToons) program as a model for making science more accessible through the integration of the arts with STEM (STEAM). The SciToons model is based on a Multimedia Learning Theoretical Framework (MLTF), which facilitates co-creation of knowledge and takes into account the contributions of STEM and non-STEM experts. The SciToons model combines this knowledge and expertise with art, animation, high-quality multimedia, and storytelling in the development of science videos that are engaging to a broad audience.

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention

2019 ◽  
pp. 280-298 ◽  
Author(s):  
Annette Baron ◽  
Kelly McNeal
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Multimedia Learning ◽  
Online Courses ◽  
Learning Needs ◽  
Online Classroom ◽  
Teaching Online ◽  
Online Higher Education ◽  
Education Courses ◽  
Relevant Pedagogy

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.

scholarly journals Depicting Students’ Social Presence on Social Networking Site in Course-Related Interaction

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989909
Author(s):  
Yahya M. Al-Dheleai ◽  
Zaidatun Tasir ◽  
Nurul Farhana Jumaat
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Social Networking ◽  
Social Presence ◽  
Social Networking Sites ◽  
Multimedia Learning ◽  
Online Discussion ◽  
Social Networking Site ◽  
Improved Performance

Social networking sites (SNS) are widely used among students, where its integration in higher education is increasing across years. Therefore, this study aimed to analyze students’ use of social presence (SP) expressions in blended learning environment using Facebook group as a medium of online discussion. A total of 11 students and one instructor were involved in 7-week multimedia learning course in one of the Malaysian universities. The content of students’ online discussion on Facebook group was the source of the data in this study. The discussion content was transcribed, coded, and analyzed, and the frequencies of categories were calculated to determine students’ use of SP expressions. The findings of the study revealed that students focus on delivering more interactive response (IR) posts across all learning topics. Interestingly, although SNS are social in nature, this study revealed that students’ use of SP expressions on SNS was intended to improve course discussion interactivity rather than for pure socializing purpose. However, more theoretical topics triggered higher number of SP posts compared with technical focused topics. More importantly, the way students used SP expressions during course-related interaction through Facebook may contribute to improved performance in test.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

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