Introduction

To promote effective learning, many educational innovations have been introduced into the learning process and various computing resources are used.

Learner-centred learning approach and the instructional effort enhance the learning quality.

Learner-Centred Learning Environment

Learner-centred learning focuses on the learners’ needs (Dane, 2004), transform them to be the active participators (Griffiths, Oates & Lockyer, 2007), provides the chances for students to do, rather than receiving what was controlled by the teacher (Harden and Crosby, 2000) .

Instructional Support with Gagne’s Nine Events of Instruction

Gagne (1977) defined learning as a change in the capability due to the process of growth over a period of time. Gagne’s events of instruction forms the foundation in designing the instruction for learning (Gagne, 1977).

Event 1 - Gaining attention

Event 2 - Informing the learner of the objective

Event 3 - Stimulating recall of prior knowledge

Event 4 - Presenting the learning material

Event 5 - Providing learning guidance

Event 6 - Eliciting performance

Event 7 - Providing feedback

Event 8 - Assessing performance

Event 9 - Enhancing retention and transfer (Gagne, Briggs & Wager, 1992)

Educational Role of Multimedia Contents

The use of multimedia-based resources can greatly improve the effectiveness of learning by engaging students at a deeper level (Dharmappa, Corderoy & Hagare, 2000).

Interactivity encourages learner involvement and stimulates their mind with adjustable comfort levels (Mishra & Sharma, 2004).

Module Development

An interactive learning module is created with student-centred learning approach. The multimedia contents and activities are planned according to Gagne’s nine instructional events.

Students can learn through the learning module by accessing from the computer with Internet connection.

Module Development

Data Collection Methods

Mixed method research studies is employed to combine qualitative and quantitative research methods (Bryman, 2008).

Triangulation design is used to support different sets of collected data (Denscombe, 2007).

Pre-test and post-test - Learning performance

Survey – student attitude

Open-ended questions & group interview – student feedback

Students’ Learning Performance

The academic performance of the students is assessed from the results of pre-test and post-test

Study 1  N Mean STD

Pre-test Mark (total=100) 31 47.77 15.12

Post-test Mark (total=100) 31 63.39 11.56

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Difference .117 31 .200* .970 31 .509

Paired Samples Test

 

Paired Differences

t dfSig. (2-tailed)Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pretest - Posttest -15.61290 18.32608 3.29146 -22.33496 -8.89084 -4.743 30 .000

Students’ Learning Performance

The academic performance of the students is assessed from the results of pre-test and post-test

Study 2  N Mean STD

Pre-test Mark (total=100) 40 40.30 11.86

Post-test Mark (total=100) 40 62.58 13.01

Tests of Normality

 Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Difference .122 40 .136 .971 40 .399

Paired Samples Test

 

Paired Differences

t dfSig. (2-tailed)Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper

Pretest - Posttest

-22.27500 15.19276 2.40219 -27.13388 -17.41612 -9.273 39 .000

Students’ Perceptions

Top-15 high mean scores from the survey are identified as the most significantly positive responses and been categorised for discussion.

1.Students were impressed by learning with the learning module

- I realized that I do not need to read the text for several times in order to understand it; I can get the information once I experience it

- It reduced my confusion at first, so I can always learn fast and more effective- I prefer the use of multimedia elements in the education program. The

animation and sound can attract me and I memorize better.- Good for learning, I can repeat it for several times, because I have to learn

slowly

Students’ Perceptions (cont.)

2. Attractive and engaging contents enhance their learning experience

- The information is separated in different tab, thus we can always stay on the right track

- The information in each part is organized nicely, so that it helps us and our learning process is much smoother

- I like the examples because I can understand better using video clips or real photos

- The animation that appears at the beginning of the program, it makes me feel like want to know more about the lesson

Students’ Perceptions (cont.)

3. The learning module assists learners to better understand in the learning process

- It makes me to be more excited and proud because I feel like I have already know some of the knowledge

- My learning process becomes simpler, I can estimate which areas I’m going to learn next

- I can remember things for a longer time- It is like providing me another change to learn again the previous class- I agree that it get me started with a more comfortable and confident way

Students’ Perceptions (cont.)

4. The learning module motivates the learners to learn with active role

- We can be trained to control our own learning process, take the test to justify if we can understand the lessons, and estimate the duration we need to do the revision

- I have the opportunity to access the chapter, so I could study in my own pace- I can interact with the contents and this encourages me to find out the answer- The last review session, it is very motivate me to recall the lessons I learned

in this program, because it is an eye-opening screen for learners to know how graphics are used today

- It made me think about how people can do the things in those ways and stimulate my will to learn and equip more knowledge

Students’ Perceptions (cont.)

5. The feedbacks from the learning module provide support to increase the understanding

- Different feedbacks given to each option I choose in the tutorial part, so I know what my mistake is

- In the tutorial session, the results and grades are given back to the learners, so I was able to judge my ability and knowledge level

- In the tutorial part, the questions help me to strengthen what I learned and review of my answer is very good

- I can try again and again, and identify my weakness and mistakes by myself.- I like the program because it gives answer and can explain, so I don’t need to

ask my lecturer.

Conclusion

This learning environment, Multimedia-mediated Student-centred Learning Environment (MMSLE) can be an alternative to assist the traditional way of learning process.

Learners in 21st century should be engaged into more effective and innovative learning approaches to enhance the learning support and meet diverse learning needs.

References

Bryman, A. (2008). Social Research Methods. New York: Oxford University Press.

Dane, J (2004). Designing Environments that Stimulate Student Centred Learning. TEFMA Hobart Annual Conference 2004. Retrieved from http://www.tefma.com/infoservices/papers/2004_Hobart_Annual_Conference/Dane.pdf

Denscombe, M. (2007). The Good Research Guide: For Small-scale Social Research (3rd ed.). Buckingham: Open University Press.

Gagne, R.M. (1977). Conditions of Learning (3rd Ed.). New York: Holt, Rinehart and Winston.

Griffiths, G., Oates, B. J., Lockyer, M. (2007). Evolving a Facilitation Process towards Student Centred Learning: A Case Study in Computing. Journal of Information Systems Education, 18(4). Retrieved from http://jise.org/Issues/18/V18N4P459-abs.pdf

Harden, R.M. & J. Crosby (2000). AMEE Education Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, 22(4), 334-347.

Mishra, S. & Sharma, R. C. (2004). Interactive Multimedia in Education and Training. India: Idea Group Publishing.