Recent development in multimedia e-learning technologies

Multimedia and networking technologies have significantly impacted on our daily activities, particularly in terms of how we learn. Nowadays, classroom teaching no longer simply relies on chalk and blackboard as the prime medium for course dissemination. E-learning technologies have made it possible to provide a virtual classroom environment on the Web through supporting teacher-student and student-student communications, course material distribution as well as online student assessments. They provide students with more control over their learning schedule and pace. On top of this, multimedia technologies further offer students different forms of media to match their learning styles, leading to enhancements of their learning effectiveness. This extended introduction discusses the latest e-learning specific multimedia technologies, their research challenges and future trends from both pedagogical and technological perspectives. We also summarize the papers included in this special issue

The Impact of Multimedia Learning in Girls’ Empowerment: A Case of Girls Inspire Project in Rukwa and Dodoma Regions, Tanzania.

This study explores the impact of multimedia learning in girls' empowerment in Tanzania using a case study of Girls’ Inspire Project (GIP) in Rukwa and Dodoma Regions. The GIP employed multimedia learning in training hands-on, entrepreneurial, and life skills to school-dropout girls. As such, the study focused at identifying the characteristics of multimedia learning contents used in GIP, determining girls' multimedia learning experiences, and examining the influence of multimedia learning in girls' empowerment. The study applied exploratory research design with qualitative research approach that involved 44 research participants comprising; 32 girls, 8 facilitators and 4 multimedia production team members of the GIP. The researcher collected data using Interview, Focus Group Discussion (FGD) and Documentary Review methods. Data from documentary review was analysed by preparing a review checklist against set criteria and formed a matrix for presenting results. Data from interviews and FGDs were analysed using thematic analysis by transcribing and annotating it into respective themes set on a matrix. Findings reveal that generally, the multimedia learning contents used, adhered to acceptable characteristics. Consequently, the multimedia learning process involved theory and practical sessions that enhanced better understanding of the learning contents. Furthermore, findings indicate that as a result of multimedia learning, the girls managed to form economic groups, processed microcredit applications and established income generating activities. Such achievements made them self-confident, respected, and recognised in their communities. The study concludes that multimedia learning impacts girls' empowerment, given that the learning content is geared towards achieving a targeted outcome to a particular context. The study recommends that for sustainability purposes, practitioners should link girls’ empowerment initiatives to technical and financial stakeholders for vertical and horizontal benefits. Subsequently, such interventions should provide training to the girls on group administration and financial management skills to ensure effective use and management of funds acquired. Furthermore, a study on the feasibility of undertaking the intervention to other regions in the country is recommended. Key words:Impact, Multimedia learning, girls' empowerment, Girls’ Inspire Projec