A Critical Discourse in Multimedia Design: a Pedagogical Perspective to Creating Engaging Online Courseware

Development of interactive e-learning courseware has focused largely on the instructional design approach of multimedia applications and has brought about a substantial amount of success in producing engaging multimedia educational resources. In this article I explore how the multimedia instructional strategies and processes can be enhanced by incorporating the principles of cognitive psychology in the design phases. Human cognitive architecture involves both, a limited working memory with visual and auditory channels, and a permanent long-term memory for storing multiple schemas. Understanding and tapping the rich potencies afforded by the human cognitive architecture would result in a more purposeful instructional program embedded in multimedia-mediated learning environments. A critical discourse in multimedia design: A pedagogical perspective to creating engaging online courseware E-learning has gained immense popularity in recent times. Debunking traditional notions of how teaching and learning have been taking place in educational ecology, e-learning has bridged the constraints of time and geographical distance that hampered learning, to instead afford a flexible yet dynamic mode of study for populations of learners, taking into account their varied learning styles and needs. E-learning is now widely hailed and synonymously associated with better and more efficient learning outcomes. But is this merely hyped up propaganda? In this regard, numerous studies have been undertaken to analyse and evaluate the efficiency of elearning environments. Kulik and Kulik (1991) related an improvement in knowledge appropriation when learning is advanced through computer-based tools as compared to traditional learning styles. Similar results have been reported in the use of computer technology to enhance the learning processes in schools (Software Publishers Association 1995) and universities (Kazmerski and Blasko 1999, Steyn, du Toit et al. 1999). Interestingly other studies have shown different outcomes in the integration of technology in educational settings. Fricke (1991) found only slight, or no differences. In their study, Merchant, Kreie et al. (2001) investigated multimedia computer based training (CBT) which was determined to be less effective than normal instructional modes. I could surmise from these findings, that more often than not, blind development and usage of e-learning courseware, devoid of the sound theoretical underpinnings that drive e-learning pedagogy, would not auger well in promoting authentic learning. Instead it could have the negative ramification of suppressing learning outcomes. E-learning models based upon sound instructional strategies that are couched in the philosophy that learners learn with technology and not from technology, would surely help to advance the cause of learning mediated by technology. In the name of e-learning often the emphasis has been anchored on the clarion call for pervasive and often indiscriminate integration of technological tools in e-Journal of Instructional Science and Technology Volume 7, No. 2, 2004