Views on the use of media in teaching and learning on MSc Computing

This article discusses the views on the use of media in teaching and learning on MSc Computing. It explores the importance of media-based learning, the use of multimedia technologies, and the impact on student engagement and learning experience. The study shows that the use of media in teaching and learning has improved the learning experience for both students and teachers.

CRITICAL ANALYSIS
Title: Views on the use of media in teaching
and learning on MSc Computing
ABSTRACT
The topic presented an idea about the use of media technologies in
the field of teaching and learning. From the assessment of the
topic, it was found that the educational technology system had
been facilitated with the use of multimedia technologies, which
favored the ability and skills of students to learn about the subject
related to the MSc Computing easily and even allowed them to
access the various online learning materials needed to accomplish
their courses with ease and effectiveness. The study was done
with the consideration of respondents in the survey process who
were provided with questions and the responses were considered
as quantitative data. The data and information obtained helped in
drawing results represented in graphs and tables for easy
understanding. The results showed that the study is effective and
the media use in teaching and learning has improved the learning
as well as teaching experience for both the students and teachers
within the Universities effectively.
Keywords: Media usage in teaching and learning, interactive
learning, educational technology system, teaching and learning
strategies, lecture podcasts, multimedia learning.
1. INTRODUCTION
The topic presents about the views regarding the use of media in
the field of teaching and learning on MSc Computing. It sheds
light on how the media technologies have been used with the
lectures for development the knowledge and acqusitions of
information about the things that are to be taught to the students.
These kinds of media sources can also facilitate the learning
experience and at the same time, engage more students through
active learning strategies, thereby, improves the ability to gain in-
depth knowledge and deeper learning too (Tyner 2014). Not only
does the media in education helps in improving the level of
engagement of students, but also promotes individual learning,
better social interaction and even allows the teachers to conduct
digital storytelling project through better communication process
management as well. The topic will highlight the importance of
media based learning and teaching on MSc Computing by using
media technology prior to the concepts learning, after introducing
the actual concept or topic, after learning the concept and even use
the media as the case study to make students informed about the
topic, furthermore manage active discussions all throughout with
the reinforcement of aspects that have already been learnt (Goldie
2016).
2. LITERATURE SECTION
According to Hung and Chen (2018), the use of media in the
field of teaching and learning has allowed the educational
institutions to store the lecture podcasts and at the same time,
manage distribution of those through the broadcasting media to let
users gain access to various information about the course on MSc
Computing (Hung and Chen 2018). The lectures have been
recorded, which has been possible with the use of various
technologies that have also helped in spreading the information
over the Internet to the students for better learning as well as
teaching experience. During the courses, the students are allowed
to use personal computers, laptops, smart phones and other
portable devices for viewing the information and teaching
materials that have been distributed by the teachers online via the
online platform managed by the University authorities
(Luttenberger et al. 2018). The additional learning materials are
made available by the University to enable the students gain
access to the contents that facilitate their learning experience as
well as improved the skills and ability to the teachers to engage
more students and attain the desired skills to improve in the field
of teaching as well (Roberts 2018).
2.1 Learning through lecture podcasts
Based on the various evidences regarding the level of satisfaction
among the students, most of them shared positive responses,
which proved that the lecture podcasts and e-learning have created
better scopes for the students to facilitate self-regulated learning
along with gaining access to online materials with much ease such
as text materials, textbooks, articles, etc. rather than needing to

manage hard copies of documents consisting information about
the e-learning and use of media technology in teaching and
learning. As stated by Seaman and Tinti-Kane (2013), the
students have felt motivated and encouraged, which also reduced
the level of worrying and depression among them and allowed
them to gain self-confidence (Seaman and Tinti-Kane 2013).
The level of satisfaction among the students has increased, which
has further helped in making them feel motivated and encouraged
to learn faster and
2.2 Multimedia learning
According to Luttenberger et al. (2018), the multimedia learning
has facilitated the development of mental satisfaction through
presentation of images and pictures, furthermore created
convenience for the students to learn more deeply through
processing of verbal information including audio messages, video
information and text too (Luttenberger et al. 2018). Roberts
(2018), on the other hand, argued that the multimedia learning has
created scopes for dual processing capability, which presented
various information and learning materials in the form of images,
video and text , which are much better to manage rather than
having face to face conversations while learning the course. The
multimedia learning has enriched the experience of teaching as
well as learning by presenting image that have conveyed the
meaning of the messages or information and at the same time,
deploy the speeches and text based information (Hamid et al.
2015). This can though reduce the engagement and learning
experience due to the redundancy of messages and information
along with visual based communication too. The involvement of
social media platforms has also helped in parting innovative
teaching facilities and created interest among the students to learn
in a interactive way too (Mason 2013).
2.3 Educational technology system and
multimedia based leaning
Cao, Ajjan and Hong (2013) stated that the educational
technology system has been facilitated with the development of
interactive video lectures and podcasts with the use of NUI and CI
technologies. It is a new form of technology that has allowed the
students to learn and gain access to vital information about the
concerned subjects associated with the course through
constructive support that incorporated the contextual information
in technology based learning (Cao, Ajjan and Hong 2013).
Tyner (2014) argued the fact that this kind of system has been
managed with the implementation of various functions of
scaffolding such as maintenance of direction, recruitment and
reducing the degree or level of freedom too. The educational
technology system has not only facilitated the perceived learning
context, but has also enhanced the skills and ability of the students
to learn or understand the content of the course with learning
strategies implemented too (Tyner 2014).
As stated by Robin (2015), the multimedia learning has combined
the various sets of programs to convey some messages and
information, which improved the teaching aspects visually as well
as interactively to promote learning and control the way learning
procedures are managed. The multimedia learning managed
through use of computer systems for imparting knowledge and
information, furthermore create a sense of interest among the
students about the lessons of the course that were being taught
(Robin 2015). Considering the contemporary generation,
students and teachers are well accustomed with the use of modern
technologies and thus multimedia technologies have been
effective to impart education and knowledge to them, furthermore
ensured enrichment of student learning and online teaching by the
teachers too for the specific courses within the Universities
(Balakrishnan and Gan 2016).
3. STUDY
The participants are chosen for the survey with the help of
probability sampling technique. The random probability sampling
procedure has helped in selecting a smaller group of people from
a large group of people, which has also helped in using a smaller
sample size, furthermore, ensured collecting proper data and
information needed to conduct the research efficiently. The
participants are also assured that the research will be used for
academic purposes and not to draw any kids of commercial
benefits (Luttenberger et al. 2018). The survey questionnaires
are distributed to obtain their responses, which also encouraged
the researcher to easily collect the quantitative data and
information and later implemented as diagrams, tables and graphs.
The survey process also included the participants who are actually
the students of Universities and have been engaged in use of
multimedia learning and interactive learning too, especially,
pursuing the course of MSc Computing (Roberts 2018).

The survey process is done with the consideration of sample size
of 20 participants, i.e., the students of the University.
4. RESULTS
1. Please indicate your age
Answer Choices –Responses –
–
Under 20
40.00%
4
–
20-40
50.00%
5
–
Above 40
10.00%
1
TOTAL 10
2. Please indicate your gender
Answer Choices –Responses –
–
Male
30.00%
3
–
Female
70.00%
7
– 0.00%
Answer Choices –Responses –
Prefer not to say 0
TOTAL 10
3. Think about how you learned IT at school, was it
Answer Choices – Responses
–
–
Mainly taught by the teacher
explaining IT and then you
doing exercises
60.00%
6
–
Mainly taught by the teacher
setting problems and letting you
figure them out
20.00%
2
–
A mixture of both in roughly
equal measure
20.00%
2
TOTAL 10
4. Think about how your teacher used media to teach IT at
school, did he / she

Answer Choices – Responses
–
–
Use videos downloaded from
the web to explain concepts
50.00%
5
–
Use PowerPoint with mostly
text
70.00%
7
–
Use PowerPoint with mostly
images
20.00%
2
–
Video his / her classes so you
could replay them
10.00%
1
–
Use audio (without video)
40.00%
4
Total Respondents: 10
5. Think about how your lecturers have used media on
your MSc course at UCLan, have they
Answer Choices – Responses
–
–
Used videos downloaded from
the web to explain concepts
50.00%
5
–
Used PowerPoint with mostly
text
50.00%
5
–
Used PowerPoint with mostly
images
70.00%
7
–
Video his / her classes so you
could replay them
40.00%
4
–
Used audio (without video)
20.00%
2
Total Respondents: 10
6. There are some people who think that adding media
makes for a better learning experience. To what extent
do you agree with this statement

Answer Choices – Responses –
–
Strongly agree
80.00%
8
–
Agree
10.00%
1
–
Neither agree nor disagree
0.00%
0
–
Disagree
10.00%
1
–
Strongly disagree
0.00%
0
TOTAL 10
7. There are some people who think that media distracts
from learning. To what extent do you agree with this
statement
Answer Choices – Responses –
–
Strongly agree
0.00%
0
Answer Choices – Responses –
–
Agree
40.00%
4
–
Neither agree nor disagree
10.00%
1
–
Disagree
30.00%
3
–
Strongly disagree
20.00%
2
TOTAL 10
8. Considering the videoing of lectures. Do you ever
watch videod lectures back?
Answer Choices –Responses –
–
Never
10.00%
1
–
Occasionally
30.00%
3
–
Regularly
50.00%
5
–
Always
10.00%
1
TOTAL 10

5. REFERENCES
Balakrishnan, V. and Gan, C.L., 2016. Students’ learning
styles and their effects on the use of social media
technology for learning. Telematics and Informatics, 33(3),
pp.808-821.
Cao, Y., Ajjan, H. and Hong, P., 2013. Using social media
applications for educational outcomes in college teaching:
A structural equation analysis. British Journal of
Educational Technology, 44(4), pp.581-593.
Goldie, J.G.S., 2016. Connectivism: A knowledge learning
theory for the digital age?. Medical teacher, 38(10),
pp.1064-1069.
Hamid, S., Waycott, J., Kurnia, S. and Chang, S., 2015.
Understanding students' perceptions of the benefits of
online social networking use for teaching and learning. The
Internet and Higher Education, 26, pp.1-9.
Hung, I.C. and Chen, N.S., 2018. Embodied interactive
video lectures for improving learning comprehension and
retention. Computers & Education, 117, pp.116-131.
Luttenberger, S., Macher, D., Maidl, V., Rominger, C.,
Aydin, N. and Paechter, M., 2018. Different patterns of
university students’ integration of lecture podcasts, learning
materials, and lecture attendance in a psychology
course. Education and Information Technologies, 23(1),
pp.165-178.
Mason, R., 2013. Using communications media in open
and flexible learning. Routledge.
Roberts, D., 2018. The engagement agenda, multimedia
learning and the use of images in higher education
lecturing: or, how to end death by PowerPoint. Journal of
Further and Higher Education, 42(7), pp.969-985.
Robin, B.R., 2015. The effective uses of digital storytelling
as a teaching and learning tool. Handbook of research on
teaching literacy through the communicative and visual
arts, 2, pp.429-440.
Seaman, J. and Tinti-Kane, H., 2013. Social media for
teaching and learning. London, England: Pearson Learning
Systems.
Tyner, K., 2014. Literacy in a digital world: Teaching and
learning in the age of information. Routledge.
Tyner, K., 2014. Literacy in a digital world: Teaching and
learning in the age of information. Routledge.