Impact of Technology and Multimedia

Creating an effective, interactive online learning environment is essential for the online instructor and this includes incorporating the use of multimedia.  There are a vast variety of Web 2.0 tools available for the instructor and learner.  In the Tech Resources area of my current course, there are dozens listed and these are just the tools applicable to the specific course.  In discussion groups and in the Student Lounge area, even more are suggested amongst the learners.

There are many expectations an online learner brings to their online learning environment.  With the increase of technology use in their personal and work lives, learners are expecting more than the traditional ‘lecture and assignment’ course layout often presented in face-to-face classroom environments.   There is often hesitation from both instructors and learners who are new to an online learning environment; however, Boettcher & Conrad (2011) assure the instructor that web 2.0 tools ‘make it possible to design almost any learning experience that you have designed for your face-to-face learning environment’ (p. 58).

In the online learning environment, discussion posts are the primary way of communicating and consolidating learning.  Web 2.0 tools focus on delivery methods of the information that is being consolidated.  It is useful as an instructor to be able to offer learning resources and learning experiences in a variety of formats, catering to several learning styles.

It is suggested that the instructor introduce tools to the learning environment slowly, based on his/her comfort level.  It is essential that the instructor be comfortable with tools and chooses accordingly, focusing on quality over quantity. Boettcher & Conrad recommend an instructor ‘focus on the essential tools, and build your first course around those tools’ (p. 57).  It should be noted that however well-designed a course may be when using effective tools, the instructor and the role he/she plays is still a more dominant factor.  Boettcher & Conrad (2011) tell us ‘presence is the most important best practice for an online course’ and that ‘research links presence most closely to student satisfaction and a related belief that a course is effective’ (p. 53).

The instructor holds much of the responsibility of how a learner is able to interact with technology tools as Cooper et al (2007) tell us ‘accessibility and usability impact directly on the pedagogical effectiveness of e-learning systems or resources for all learners’ and that ‘the main challenge in accessibility is responding to the diversity of ways different users interact with a computer environment’ (p. 233).  This can be done by allowing adequate time for students to learn the tools and offering links to training sites for the tools.  The instructor should also be aware of the availability of tools to other users.  For me personally, I have experienced not being able to use certain programs on a MAC.  Again, having several options of tools available is a good strategy and being open to learners using and finding their own tools that they may have found.

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245.