The Effective Use of Multimedia Distance Learning Technology: The Role of Technology Self-Efficacy, Attitudes, Reliability, Use and Distance in a Global Multimedia Distance Learning Classroom

According to the 1999 ASTD State of the Industry Report, the use of multimedia distance learning (MDL) technology for training delivery has increased substantially over the past few years. However, few empirical studies have been conducted that rigorously examine the factors that determine the effectiveness of MDL courses. In this study, we examine participants’ technology self-efficacy and attitudes toward technology (measured before/after training), and perceptions of technology reliability, effective use, and distance (measured after training) as antecedents to ratings of training effectiveness (general effectiveness, specific effectiveness, learning effectiveness; measured after training) in an international HRM course. In a sample of 52 participants from four countries we hypothesize that technology self-efficacy will affect participants’ attitudes toward technology; attitudes toward technology will affect participants’ perceptions of training effectiveness. In addition, we hypothesize that technology reliability and effective use will affect participants’ perceptions of classroom distance; distance perceptions will affect participants’ perceptions of training effectiveness. Finally, we hypothesize that both technology attitudes and distance perceptions will be related to participants’ perceptions of training effectiveness controlling for technology self-efficacy, reliability, and effective use. The results indicate that attitudes toward technology completely/partially mediated the relationship between technology self-efficacy and the three measures of effectiveness. Distance perceptions completely/partially mediated the relationship between technology reliability and effectiveness. Effective technology use was not significantly related to effectiveness. Finally, attitudes toward technology and distance perceptions explained a significant or marginally significant amount of variance in the effectiveness measures after controlling for technology self-efficacy, reliability, and effective use

Video in e-learning systems

The world is changing rapidly in the field of multimedia and it is inevitable to prepare to use and utilize the new teaching method. This is specifically true in the case of the use of educational films both as video and also using such video on the Internet. Our first task is to decide whether the development of material will be an independent film or a part of an e-learning course. In both cases the method of construction is different. The next step is to select the target group of the film. There is a wide scale of possible viewers or participants (who must have a certain level of basic knowledge) and also handicapped people should be able to use the results. The final product ought to be acceptable for e-learning and distance-learning as well. Using the information technology in education is general and the present being of the e-learnig is part of this fact. We can use e-learning effectively only if the system is filled up with electronic educational material. The most effective ones are the multimediamaterials. The effectiveness of the multimedia-material can be improved with the application of video

Teaching and learning innovations for distance learning in the digital era: a literature review

This paper presents a review study on teaching and learning innovations (TLIs) for distance learning in higher education, which involves substantial use of technology in its practice. The study covers 247 publications that were published from 2017 to 2022 and collected from Scopus to analyze the patterns and trends of TLIs for distance learning in higher education. The results show four main types of TLIs: educational technologies, teaching and learning approaches and activities, teaching and learning programs, and assessment approaches and activities. They also reveal seven major pedagogical patterns in the TLIs, covering the learning of science through online laboratories, virtual and augmented reality, multimedia, gaming, collaboration, tasks/projects, and blended/hybrid/flipped learning. These findings suggest implications for distance learning, covering the use of online laboratories in science courses, promotion of virtual and augmented-based distance learning, encouragement of development, implementation, and the study of pedagogical approaches to distance learning, as well as the increase in interactivity in multimedia-based distance learning

Factors Influencing the Adoption of Technology in Teaching

With the current availability of instructional technology, faculty are beginning to create Web-based instructional materials, to use computer-based presentation systems in the classroom, and to design on- line courses. Northwestern offers Internet-based academic credit to high school seniors. Purdue, Ohio University, the University of Phoenix, and numerous other institutions offer on-line courses. Custom-made MBA\u27s, intensive degree programs, and traditional academic programs are being reinforced through the innovative use of technologies, including Internet-based instructional materials, distance learning, and multimedia instructional technology

ОРГАНІЗАЦІЙНІ ФОРМИ ПЛАНУВАННЯ НАВЧАЛЬНОГО ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ В ІНФОРМАЦІЙНО-ОСВІТНЬОМУ СЕРЕДОВИЩІ

The article provides a comparative analysis of traditional and innovative organizational forms of education in the higher education institutions. New forms of educational activity with the use of ICT tools (network interaction, multimedia lecture, online lecture, slide lecture, distance learning, electronic seminars, webinars, case technology, forum, e-mail consultation, computer testing, telecommunication project, group projects on wiki technology, joint blogging, etc.). In the article we opened didactic possibilities of application of innovative organizational forms in educational process. The peculiarity of the application of electronic lecture and its types (online-lecture, slide-lecture, video-lecture, combined lecture; laboratory works with the use of computer and appropriate software; independent work on informatics; network interaction and its resources (teleconference, chat, WWW) (World Wide Web), e-mail, FTP, blog), online communities and forms of educational activities (educational teleconference, off-line conference or virtual conference, chat, training workshop, virtual learning with the help of the pedagogical community, educational competition, joint creation of web pages, virtual survey of students, educational virtual project, virtual party, master class on a specific topic, design seminar, project festival, etc.), distance, blended learning and their software.The article provides a comparative analysis of traditional and innovative organizational forms of education in the higher education institutions. New forms of educational activity with the use of ICT tools (network interaction, multimedia lecture, online lecture, slide lecture, distance learning, electronic seminars, webinars, case technology, forum, e-mail consultation, computer testing, telecommunication project, group projects on wiki technology, joint blogging, etc.). In the article we opened didactic possibilities of application of innovative organizational forms in educational process. The peculiarity of the application of electronic lecture and its types (online-lecture, slide-lecture, video-lecture, combined lecture; laboratory works with the use of computer and appropriate software; independent work on informatics; network interaction and its resources (teleconference, chat, WWW) (World Wide Web), e-mail, FTP, blog), online communities and forms of educational activities (educational teleconference, off-line conference or virtual conference, chat, training workshop, virtual learning with the help of the pedagogical community, educational competition, joint creation of web pages, virtual survey of students, educational virtual project, virtual party, master class on a specific topic, design seminar, project festival, etc.), distance, blended learning and their software

Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree

Aplikasi Virtual Reality Atom Kimia di Seamolec

This study aims to design distance learning media in the form of virtual reality. The theme of application is chemical atoms. The use of VR in education is expected to be able to improve the learning process to be more interesting because Z generation is more interested in technology-based learning. This Virtual Reality application of chemical atoms (VRChemistry) contains a list of atoms in the periodic table. The method used in this research is Interactive Multimedia System of Design and Development (IMSDD). This method was developed by Dastbaz (2003). The stages in this method are: system requirements; design consideration; implementation, and evaluation. VRChemistry displays the main room menu as the main menu which will set the user to enter the virtual world of chemical atoms. This page displays the elements contained in the periodic table along with details of the selected elements, then see about the application or exit the application. The results of this study are multimedia applications in the form of virtual reality about chemical atoms. This application is useful for distance learning

The Creativity of Pre-Service Mathematics Teachers in Digital Learning

Implementing teaching assistants for students of the Education Study Program in schools during distance learning makes them have to be creative in using technology in learning. So the purpose of this research is to find out the forms of creativity of pre-service teachers who use technology in distance learning during the COVID-19 pandemic. This study uses a qualitative method with a case study approach to Mathematics Education students at a private Islamic university in Semarang, Indonesia who carry out teaching assistance at partner schools. The data collection used in this research is observation and interviews. According to the results obtained, the creativity of prospective mathematics teachers in applying learning media is shown in making learning videos, interactive multimedia, and presentation materials using PowerPoint (PPT) containing material and sample questions. Second, creativity in utilizing the potential of schools is the use of online learning platforms, including Microsoft Teams, Zoom meeting, Learning Management System (e-learning), Google Classroom, Google Meet, and WhatsApp Groups. Creativity in designing learning that can foster creativity and innovation for students includes developing lesson plans that utilize the platforms and media created and applying learning approaches such as constructivism and contextual. In addition, it also applies game learning strategies and group discussions through breakout rooms.

Efficiency of Computer Technology in Teaching Foreign Languages

This article discusses the benefits of using computer technology in teaching foreign languages, as well as the need to broaden the content of technology for developing students' learning abilities. The use of modern means of computer, multimedia, internet, distance learning, a unique information environment and information and communication technologies has been yielding good results in high-quality educational process

ORIENTASI HYBRID LEARNING MELALUI MODEL HYBRID LEARNING DENGAN BANTUAN MULTIMEDIA DI DALAM KEGIATAN PEMBELAJARAN

The development of information and communication technologies have an impact on changes in the field of education where one student and teacher interaction. It allows the distance learning with the use of technology, information, and communication. Utilization of ICT which can affect students' reactions to the active and communicative in learning so increased student learning outcomes. However, the fact that the use of ICT is still less than the maximum advance in the use of multimedia. In response, alternative solutions are needed that can exploit the use of ICT in the classroom. One of them is the implementation of learning with hybrid learning where learning becomes varied, interactive and communicative. Hybrid learning combines face-to-face learning with the use of technology, information, and communication. The discussion will be directed to the implementation of the hybrid learning through a hybrid learning models with the help of multimedia. KEYWORD: hybrid learning, hybrid learning models, multimedi