The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science
Ahmet M. Eskicioglu, Danny Kopec, Department of Computer and Information Science, CUNY Brooklyn College, United States
Journal of Educational Multimedia and Hypermedia Volume 12, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
With the recent technological developments, an opportunity has emerged to introduce more efficient instruction into the classroom. The traditional blackboard approach is gradually giving way to more interaction between the instructor and students. Multimedia can be defined to be multiple forms of media (text, graphics, images, animation, audio and video) that work together. It is unparalleled in its ability to disseminate information quickly and accurately. Before the digital era, multimedia was delivered using one-way communication technologies such as books, magazines, radio, and television. The invention of the personal computer and the Internet, however, has introduced interactivity and created an engaging learning environment. Literature on learning and technology contains evidence that multimedia has the potential to transform every aspect of academic endeavor from instruction and learning to research and dissemination of knowledge. In this article, we will discuss why multimedia should be employed as the centerpiece for an emerging pattern of instruction. It can promote independent and cooperative learning, and improve performance of low achievers and special student populations, while heightening interest in learning, writing, and research.
Eskicioglu, A.M. & Kopec, D. (2003). The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science. Journal of Educational Multimedia and Hypermedia, 12(2), 199-221. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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