Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have...

Interactions and interactivity have become key elements characterising much of the teaching and learning associated with new technologies. In essence, the terms describe the means by which the user communicates with the technology and brings about a change or response as a consequence. An important aspect in the development of technology-based learning materials, is the consideration and choice...

A major limitation of some multimedia-based e-learning systems is that they do not support sufficient learner–content interaction and flexible learning process control (Zhang et al. 2004). Lack of sufficient control over instructional content can diminish potential learning benefits. Some systems simply post multimedia instructions without any processing or organization. They do not allow rando...

During the 2006–2007 academic year, five faculty members from the College of Engineering at Boise State University initiated a curriculum augmentation project using new instructional technologies with the intention to help improve undergraduate engineering students’ cognitive and affective preparedness for their classroom learning. The instructional technologies used in the project were a pre-i...

This paper discusses issues relating to the design, development, and delivery processes of multimedia modules such as Macromedia Flash®, Shockwave movies®, and Quicktime movies®. These modules were employed to teach an undergraduate plant biology class at a large southwest university. Each medium has different strengths and weaknesses. Their proper use resulted from the collaboration among the ...

Despite the huge production of all sorts of multimedia instructions, educational research has yielded surprisingly few general design principles for instructions in which verbal and visual information are combined. Instructional designers seem to base their design choices more on intuitive ideas than on sound research results. There are however some interesting theories that give guidelines for...