ABSTRACT
This qualitative study aimed at determining the experiences of teachers and learners in using Multimedia-based Instruction to serve as bases for a proposed training workshop. Findings revealed that teachers’ experiences in using Multimedia-based Instruction (MBI) were: positive impact on teaching, boosts student engagement, makes lessons interactive, and game changer for lesson delivery. For learners, MBI helps them understand lessons easier and faster; makes lessons fun, engaging, and interesting, and aids in lesson retention and memory. Despite these benefits, hindering factors were identified. Teachers noted them as: time consuming, technical issues, and lack of resources. For learners, these factors were: technical issues, lack of available resources, and distractions when using multimedia gadgets. To overcome these challenges, teachers employ time management, prepare back-up plans, employ troubleshooting, and collaborate with teachers. For learners planning ahead of time before classes, following strictly the time allotted for classes, and using offline materials, and hard copies of activity sheets. A training workshop was formulated as a result of this study.
Keywords: Multimedia- based Instruction, Teachers and Learners, Hindering Factors, Facilitating Factors
INTRODUCTION
The integration of technology in education has significantly transformed the way teaching and learning take place in modern classrooms. Due to the rapid growth of technology, educators use various forms of multimedia tools to enrich the way lessons are delivered to their students. Instruction based on multimedia is defined as the use of multiple media, including text, pictures, audio, videos, and animations, to convey knowledge. This instructional approach allows teachers to present complex concepts through different formats that cater to diverse learning styles, thereby improving learners’ comprehension and retention of information.
According to Mayer (2021), multimedia learning occurs when individuals learn more effectively from words and pictures than from words alone. The cognitive theory of multimedia learning emphasizes that learners process information through both visual and auditory channels, allowing them to better understand and organize new knowledge. As a result, multimedia-based instruction can enhance students’ ability to grasp complex ideas and improve overall learning outcomes. Similarly, the integration of multimedia technologies in the classroom promotes greater student engagement and participation in learning activities. Digital resources such as interactive presentations, videos, and simulations allow teachers to create more dynamic and interactive learning environments.
Sorensen (2021) emphasized that multimedia tools support collaborative and student-centered learning by encouraging interaction and active participation during lessons. Through these technologies, students become more involved in the learning process, which contributes to improved motivation and interest in academic activities.
According to Baloran and Hernan (2021), technology integration in education plays a vital role in improving teaching practices and promoting meaningful learning experiences among students. When teachers effectively utilize multimedia tools, they can create learning environments that foster critical thinking, collaboration, and creativity among learners.
Despite the numerous benefits of multimedia-based instruction, its implementation also presents several challenges for both teachers and students. Teachers often encounter difficulties related to limited technological resources, technical issues, and the additional time required to prepare multimedia materials for lessons. These challenges may affect the effective integration of multimedia tools in classroom instruction. Furthermore, some students may experience difficulties such as lack of access to technological devices, unstable internet connectivity, and potential distractions when using digital gadgets during learning activities.
The researcher, a teacher, has observed the continuous present gaps experienced by many teachers in the field of education and was motivated to further this study and propose appropriate training workshop.
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