Design elements for interactive multimedia

Kennedy, David; McNaught, Carmel

doi:10.14742/ajet.1916

Cited by 35 publications

(42 citation statements)

References 10 publications

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“…These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by technologies (Oliver and Short 1996); the capacity of technology to provide support for customized educational programs to meet the needs of individual learners (Kennedy and McNaught 1997); and the growing use of the Internet and WWW as tools for information access and communication. The rapid growth in the use of learning technologies, particularly the use of the Internet and web-based communication, has provided teachers and students with many more opportunities to explore the most suitable teaching and learning methodologies and also mix of teaching and learning styles for a given task.…”

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confidence: 99%

Students’ opinions on blended learning and its implementation in terms of their learning styles

2009

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The purpose of this article is to examine students' views on the blended learning method and its use in relation to the students' individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students' Views on Blended Learning and its implementation, Kolb's Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students' fell into assimilators, accommodators and convergers learning styles. Results revealed that students' views on blended learning method and its use are quite positive.

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confidence: 99%

Students’ opinions on blended learning and its implementation in terms of their learning styles

2009

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“…Interactivity: D.M. Kennedy and McNaught (1997) and G. Kennedy et al (1998) emphasised that interactive multimedia software should provide a high level of interactivity as it encourages deeper processing of learning material.…”

Section: Navigation and Orientationmentioning

confidence: 99%

Key Factors for the Development of a Culturally Appropriate Interactive Multimedia Informative Program for Aboriginal Health Workers

Sayed

Soar

Wang

2012

AJIE

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This research aims to create and evaluate a model for a culturally appropriate, interactive, multimedia and informative health program for Aboriginal and Torres Strait Islander health workers that aims to improve the capacity to independently control their learning within an attractive learning environment. The research also aims to provide recommendations for policy development and further research. This study involved four phases: program needs assessment, identification of the key factors that should be considered in developing the CD-ROM, model development, and formative evaluation for the model. A general needs assessment as a first step in program development highlighted the presence of continuing education gaps and indicated the need for a new means to deliver a sustainable, efficient and culturally acceptable program. This article explores the second objective in this study, which is the identification of the key factors considered for developing the program. The identification began with a systematic review of the literature which served as background information, followed by qualitative semistructured interviews with diverse key stakeholders to explore their expectations and recommendations. The findings indicated that the most important key factors could be categorised under four main categories: cultural factors, information technology availability and literacy, learning aspects, and interactive multimedia factors. Cultural factors included cultural inclusivity, oral cultural, pre-existing knowledge, and Aboriginal preferred learning styles. Information technology factors concerned technology availability and literacy. Learning aspects highlighted the impact of the learning theory in model design. Interactive multimedia development factors explored included the requirements for the process, fitting and design of the program. Recommendations for program design were also provided.

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“…Various other documents have discussed the impact of pedagogical philosophy on Learning Object design (Atkins, 2003;McRae, 2001;Muirhead & Haughey, 2003), and other authors have discussed the role of pedagogical philosophy in ICT-based learning (Kennedy & McNaught, 1997;Phillips, 1997;Reeves & Hedberg, 2002).…”

Section: Pedagogy: Students and Teachersmentioning

confidence: 99%