Effective E-Learning Multimedia Material in Distance Education: The Students/Learners Perception

This article discusses the development towards an effective and desirable e-learning multimedia material in distance education from the learners’ perspectives. The advance of technologies and associated methodologies in teaching and learning using network and/or multimedia technologies are dynamic and generate challenges for achieving the most effective and desirable e-learning material. Furthermore, the introduction of information and learning technologies (ILTs) into the learning process and the shift in approach in learning from a traditional approach such as Gagnes’ instructivist to Kellers’ constructivist approach makes the dispute even greater especially when applied to distance learning or online learning environment. The analysis for this study was based upon quantitative data from questionnaires modified from Keller’s ARCS (Attention, Relevance, Confidence, Satisfaction) Model of Motivation study. Data was collected from a survey among distance education students during 2008/2009 Academic Session who enrolled in courses provided with additional multimedia material to complement existing course materials. Based on the data analysis, several factors related to the construction, strategies and content design elements were recommended to develop as effective e-learning multimedia material. These factors include accommodating materials that are relevant to students’ experience and knowledge, control attention, confidence and satisfaction.