Is Multimedia-Based Instruction Hawthorne Revisited? Is Difference the Difference?

Abstract

Advances in technology enable pedagogical enhancements that some believe can revolutionize traditional methods of teaching and learning (Gatlin-Watts, Arn, Kordsmeier, 1999). Studies of multimedia-based instruction reported a variety of outcomes (Ehrmann, 1995; Frey, 1994; Mayer, 1997; Mclean, Brayley, & Rathbun, 1997; Neuhoff, 2000; Sekuler, 1996; Smith, 1997; Smith & Woody, 2000; Welsh & Null, 1991; Welsh, 1993). When reviewed collectively, these studies reported that multimedia instruction created an active learning environment, improved students' performance, fostered positive attitudes toward learning complex concepts, increased communication, and could be adapted to all learning styles and levels of instruction. The effectiveness of multimedia-based instruction was studied in a variety of instructional settings. Abramson, French, Huss, & Mundis (1999) reported on the efficacy of multimedia in instructional laboratories, Barker (1989) within a computer-assisted-instruction program, Dillon and Leonard (1998) in conjunction with a WEB-based configuration, and Erwin and Rieppi (1999) within a large lecture classroom. Not all studies reported significant differences between multimedia-based and traditional styles of instruction (Lee, Gillan, & Harrison, 1996; Stoloff, 1995). However, the combined outcomes of the majority of studies indicated that multimedia-based delivery systems offered ways to optimize the advantages and minimize the disadvantages of traditional methods of teaching and learning.. Is Multimedia Instruction? The many uses of the word, multimedia, have fostered confusion about its meaning (Hofstetter, 1995). A limited definition was formulated by Peck (1999) who stated that multimedia is a computer-controlled combination of two or more media types, to effectively create a sequence of events that will communicate an idea usually with both sound and visual support. An expanded definition by Hofstetter (1995) described multimedia as the use of a computer to present and combine text, graphics, audio, and video with links and tools that let the user navigate, interact, create, and communicate. Dillon and Leonard (1998) defined multimedia as the umbrella term that has been coined to cover all of the synergistic uses of text, voice, music, video, graphics and other forms of data to enhance the computer's role as a communications device. Studies of multimedia-based instruction reported using a variety of hardware and software ranging from low-level (Abramson, French, Huss, & Mundis, 1999) to high-level (Dillon and Leonard, 1998) configurations of technology. A review of research revealed multimedia computers to be the only technology common to all the studies. At the highest level of technological integration was Erwin and Rieppi (1999) with a large lecture classroom that is internet compatible and is equipped with dual multimedia computers, dual rear-projection screens, a video disc player, a VCR, CD-Rom's, a document camera, an audio-cassette player, and an electronic student polling system with an individual keypad on each student's desk. Dissimilar configurations of technology and lack of an agreed upon definition of multimedia and are the bases for asking, What is multimedia-based instruction? And, is multimedia-based instruction Hawthorne revisited? Is difference the difference? Heuristic Reflections The purpose of this critique is to encourage interdisciplinary and collaborative research to expand the bases for decision-making by individuals and institutions contemplating implementation of multimedia-based instructional delivery systems. The absence of a generally accepted definition of multimedia or a core configuration of hardware and software, within multimedia-based instructional delivery systems, does not necessarily preclude acceptance of the comparative research or consideration of the outcomes for possible pedagogical value. …