The Impact of Multimedia in Course Design on Students’ Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course

Authors

  • Torria Davis California Baptist University
  • Thomas V. Frederick California Baptist University

DOI:

https://doi.org/10.24059/olj.v24i3.2069

Keywords:

multimedia, Quality Matters, community and learner engagement, cognitive load, equitable learning outcomes, performance gap, achievement gap, online learning experience, course design

Abstract

The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper. 

Author Biographies

Torria Davis, California Baptist University

Dr. Torria Davis is an Instructional Designer for Information Technology Services at California Baptist University in Riverside, CA. She is the author of Visual Design for Online Learning, as well as a researcher, presenter, and award winning course designer, who mentors professors who teach in technology-enhanced, blended, and fully online format. 

Thomas V. Frederick, California Baptist University

Tom Frederick is currently an associate professor at California Baptist University’s Division of Online and Professional studies where he also serves as the program director for the online Master of Science in Counseling Psychology. He approaches the study of psychological issues like burnout from both a systemic, i.e., relational and interactional level, and theological perspective.

References

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Published

2020-09-01

Issue

Section

Section II