A cognitive multimedia environment and its importance: A conceptual model for effective learning and development

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Phan, H. (2011). A cognitive multimedia environment and its importance: A conceptual model for effective learning and development. International Journal on E-Learning, 10(2), 199-221. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31429.

• Share:
• 
• 
• 
• 
• 
• 
• 

Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 10, Issue 2, April 2011
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on IJEL

Author

Huy Phan, The University of New England, Australia

Abstract

Multimedia learning is innovative and has revolutionised the way we learn online. It is important to create a multimedia learning environment that stimulates active participation and effective learning. The significance of multimedia learning extends to include the cultivation of professional and personal experiences that reflect the reality of a traditional face-to-face classroom milieu. The difficulties from e-learning often relate to the absence of human-liked presence and characteristics (Woo, 2009), leading to a need for research investigation into this area. A number of strategies have been used to foster effective learning and to create a social learning environment that reflects humanistic characters. The purpose of this article is in twofold: (i) to examine the cognitive theory of multimedia learning (Mayer, 2001, 2002) and its relevance to multimedia presentations, and (ii) to discuss the strategies of visualisation (e.g., static and dynamic visual representations) and their relationship to multimedia learning, and the applicability and importance of multimedia learning to the enhancement of effective learning. Drawing from the evidence examined, we provide a conceptualised framework that accentuates the integration of the cognitive load theory and the theory of multimedia learning in e-learning. We discuss, for example, the use of animated pedagogical agents (APAs) to help establish a social learning environment that is conducive to learning and the promotion of critical thinking.

Keywords

• Virtual Environments
• Community
• Achievement
• Socialization
• Students
• Cognition
• Distance Education
• Educational Technology
• eLearning
• Learning Outcomes
• Multimedia

Also Read

• Making Hypermedia Dynamic: Hypervideo for Teaching Technology and Interaction
• Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
• Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
• Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
• Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
• Using RSS in Collaborative Course Development
• Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
• Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
• Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
• Inspiring Learning and Teaching: Using e-tools to Facilitate Change

Tags