Introduce new terms and concepts first. By providing a list of unfamiliar terms, instructors can set expectations for the learning experience. In turn, students will be more likely to understand those terms when presented in a video or slideshow. This cognitive framework provides the online student with greater potential for learning and retention of information associated with increased performance on assignments and assessments.
Include both audio and video. Multimedia learning tools enhance learning more when both visual and auditory stimuli are included in the presentation of material. In addition, try to synchronize text and narration or pictures and text. The text should appear at the same time as the picture to maximize retention and learning. Students are less likely to remember information from a video, for example, that is presented visually first and then narrated. Synchronous presentation of multimedia factors results in improved learning outcomes.
Insert graphics. People acquire new information more readily when it is presented in more than one modality. For example, students remember text better if it is accompanied by a visual aid. These visual aids may include graphs, charts and illustrations. Apply simple, clean design rules in graphic organizers, illustrations, charts, maps and diagrams. For illustrations, add line art instead of photographs to minimize visual clutter in multimedia presentations. Incorporate visual aids only when they are relevant to the topic and never simply for embellishment.
Connect new concepts to prior knowledge. People learn by building cognitive bridges between information they already have and information they are trying to access. Help students build those connections by relating new information in the presentation to old information that they may or should already possess. Diagrams, charts and other graphic aids provide opportunities to present new information within an old context and to highlight analogies and mental connections that can aid in comprehension.
Simplify the language. Extraneous verbal cues can cause multimedia lessons to be less effective for students, so avoid redundant language or irrelevant text. In addition, present text in clear and readable fonts. Choose type that is unadorned, without curls and not tightly compacted. Avoid italicized and heavily stylized fonts as well as those designed to resemble script or cursive writing. The size of text letters within multimedia presentations should be large enough for readers to see without straining.
Embed links into messages. Links to resources provide online students quick access to additional sources for review, practice and additional reading. When included as part of online class discussions, these outside links to websites can offer video clips, interactive quizzes or opinion pieces to spark and encourage academic debate and dynamic conversations. These online interactions aid in motivating students to participate in class and meet personal achievement objectives.
Provide opportunity for reflection to allow students to apply what they have learned. Follow up multimedia learning experiences with reflective questions and activities. Ask students to explain what they have learned. Create an assignment or culminating activity that requires them to illustrate the relevance of the content to real-world activities. Requiring online students to explain and apply these concepts allows them to see real value and tangible outcomes from virtual learning experiences.