Views on the Use of Media in Teaching and Learning on MSc Computing

This study aims to evaluate the views of students and teachers on the usage of media tools in a classroom environment for MSc Computing. It discusses the impact of media on teaching and learning, including the use of multimedia platforms and social media. The study includes background work, methodology, results, and a conclusion based on the insights gathered.

VIEWS ON THE USE OF MEDIA IN TEACHING AND
LEARNING ON MSc COMPUTING
ABSTRACT
Media platforms, such as Office tools, videos, social media tools,
and others are conventionally used in the classroom
environments. They seem to have been influential, yet also,
debatable due to unknown reasons. Thus, for improvement of
such knowledge to ‘Media usage in classroom’, the following
study is aimed to evaluate the views of students and teachers on
media tool’s usage in a classroom environment. The study
comprises of background work (showing previously researched
material’s summary), Study (Sampling and survey participant’s
selection method), Results (where Survey’s response were
shown) and finally, a conclusion based on the collection of
insights, from the overall paper.
KEYWORDS
Multimedia; Classroom; MSc Computing; Technology.
1 Introduction
The modern techniques of learning and teaching involves the use
of multimedia in the classes, which helps students to meet their
academic requirements. The process provides students with
interactive options to create solid background to the given tasks
and, to the mainstream college course material contents. The use
of the digital media platforms are also introduced to the MSc
Computing courses, as well.
With accordance to the learning and teaching methods via
digital media, the following paper aims to briefly discuss
three academic papers, which has already discussed the
same learning processes, in different aspects. Further,
quantitative data collection and analysis has been evaluated
to gain knowledge, with respect to the media’s importance
and preference to the learners (MSc Computing). The
selective characteristics for the surveyed individuals, are
also demonstrated. Moreover, a contrast between the
multimedia classroom and the traditional classroom, must
be understood by the readers.
1.1 Background work (Literature Review)
Paper 1: The academic journal by Roberts [1] is studied to be
concerned with student’s understanding and engagement in a
generous group teaching environment for Higher Education
(HE) individuals. Specific learning techniques (MML) on History,
Politics, International Relations, Social work, Sociology, Business
and Economics instructing applications have been evaluated,
with respect to the usage of images for replacing textual lecture
presentations. Based on the researcher’s claims, the ‘visual’
method has been proved to create impacts of better
understanding and engagement, among the learners, than the
traditional ‘textual’ methods. The journal, firstly discusses
Multimedia Learning’s (MML) background study and its
capabilities. The article, moreover develops and initiates
empirical quantitative tests with students, to understand MML
methods among disciplines of Higher Education (HE) over 3
years. Participatory Action Research (PAR) techniques has been
deployed, while engaging students, as operating workers and
changers. Supporting evidence (to hypothesis) has been
combined for textual reduction and increased engagement to
student’s and further academic understanding.
Paper 2: Improved connection with multimedia content is
evaluated as an important aspect on increasing learning
outcomes. Resultantly, video lecture’s interaction have increased
in adaptation. Yet, current video lecture methods show absence
of interactive learning activities (ILAs), which have

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
indispensable-alike interactive component. The respective video
lectures may provide opportunities to learners for collecting
timed-constructive support, for production of efficient learning
outcomes, due to ILAs. For careful maintenance and creation of
ILA’s to encourage effective learning, teachers are required to
donate their substantial efforts for ILA’s content and interaction-
handling. The article by Hung, Kingshuk and Chen [2], proses an
ILA content design approach for through collective intelligence
from multiple discussion forums (video lectures). Valuable
interactions through gesturing and talking were helpful as
learning aid for improvement in comprehensive learning
materials. Results on 90 university students to three dissimilar
groups of non-embodied interactivity, embodied interactivity
and current video lectures, proved the last one to produce better
learning content understanding among the students. This also
concludes to be easy on additional cognitive pressure on
students.
Paper 3: Another journal by Luttenberger and his fellow
researchers [3], was based on investigation student’s organized
learnings, while they face choices to different content
representation formats, like lecture recordings (video podcasts),
face-to-face lectures, and extra text material. An efficient method
of learning content’s passing to students, is most renowned to be
Lecture Podcasts, while being combined to recorded lecture
slides, and video form broadcasts [4]. Moreover, latent class
analysis has shown contrasting content representation patterns:
(1) Learners focused on podcasts; (2) Average use of different
content representations to learners; (3) Occasional use of
contrasting learning opportunities to learners. The devotion of
the learners were more time consuming to learning and variety
diligent activities to recording notes, summarization, and
rehearsing podcasts. Results shown the differences in learner’s
abilities and preferences, through different content
representations. Communication in podcasts favour (in a large
group) was observed. Yet, a group of participants, also
minimalized various content representations.
Paper 4: Sohrabi and Iraj [5] has provided a documented article,
which records flipped classroom model’s operation in two big
data course structures. The flipped classrooms are currently new
education models, which solely learner-centred instructional
based. It, further allows teachers and management to create
activeness and flexibility in campus’s learning environment.
Moreover, the course materials were sorted from two websites of
dissimilar contents, as to short books, videos and reports. The
application of the mixed approach, during perceptive analysis of
students, were graphically displayed in two groups. Result show
the both student groups show positivity to the flipped classroom,
while being goal-based. Also, focus of the first group was on
academic improvement, whereas next one was managerial work-
based for problem solving in workplaces. Both groups, however
preferred documentaries and TED talks, lacked videos, reports
and books opposition.
Paper 5: Article by Dezuanni [6] show outlined skills and
knowledge of students for development of engagement in digital
media’s analysis and production in university settings. ‘Digital
building blocks are the metaphor to demonstrate the conceptual
knowledge, material practices and knowledge production for
enhancing digital media’s literacy’s development. Argument is
established to two literacy educational approaches, media
production and critical reading, which inadequately demonstrate
the media knowledge of students. Supporting evidence, recorded
in a 4 year investigative process at Queensland Primary School,
Australia was explored, utilizing actor-network theory for
‘moments of translation’-exploration to the participation of
students in concepts and technology deployment. Presentation of
a four-categorized generative model of blocks building, to media
process of learning, show particular knowledge and skill
isolation can be studied and taught by contexts of conceptual
understanding, digital materials, media analysis and media
production. Finally, concluding comments on the curriculum-
development basis of the model in institution is discussed, and
requirement of future research is also necessitated.

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
Paper 6: The use of social media platforms, may be a
pedagogical distractors, moreover, the paper by Chawinga [7]
demonstrated the social media’s facilitation to learning and
teaching. Many studies rely on soliciting mere viewpoints from
learners and teachers, with respect to their opinions of social
media usage. Distinctively, this study incorporated vlogs and
Facebook into two undergraduate offered materials of curses in
DLCI at Mzuzu University (Malawi). Analysis of the social media
sites were collected, and survey form were also sent to 65
students. Moreover, results have shown, for appropriate
deployment, the platforms become catalysts to enhance teaching,
with emerges sharing and discussion of materials, reflection on
course and interactivity’s portability with the involved
individuals 24/7. Limitations occur to internet cost, no Wi-Fi, less
computers and poor bandwidth.
Study
There are multiple methods of participant selection and sampling
types, which are dependent on the information usage. Focus
groups-based results are inefficient to be used, to create statistics
to prove an entire population’s response to the same questions,
however, is unnecessary [8].
The simplest method of participant’s selection for focus groups
are known as ‘convenience’ and ‘purposive’ sampling. Using the
same, only the smart community members are selected,
according to their capable contribution and knowledge, in their
respective fields (Computing course). Moreover, the selection
was not be random, as it would be foolish to decide so.
Results
After deciding the features of the participants, it is necessary to
decide the number of members who are contacted for the
session. Focus groups of more than ten people create difficulties
in controlling, however it depends on the particular
community’s grouping and conduction of natural community
setting’s discussions.
Moreover, 10 participants (3 instructor and 7 learners)
from the MSc Course students at UCLan were invited to express
their views on media usage during learning and teaching. During
the research, 9 participants (3 instructor and 6 learners) were
present, who has shown the aimed engagement, appropriately.
Table of Results and Summary data
Question 1: Please Indicate your age:
Options Responses Responses %
Male 2 20%
Female 8 80%
Responses %
Male Female
Question 2: Please indicate your gender:
Options Responses Responses %
Less than 20
years
0 0
20-40 years 10 100%
More than 40
years
0 0

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
Responses %
Less than 20 years 20-40 years
More than 40 years
Question 3: Think about how you learned IT at school, was it:
Options Responses Responses %
Mainly taught by
teachers
explaining IT and
then you doing
exercises
1 10%
Mainly taught by
the teacher setting
problems and
letting you figure
them out
6 60%
A mixture of both
in roughly equal
measure
2 30%
Responses %
Mainly taught by teachers explaining IT and then you doing exercises
Mainly taught by the teacher setting problems and letting you figure them
A mixture of both in roughly equal measure
Question 4: Think about how your teacher used media to teach
IT at school, did he/she:
Options Responses Responses %
Use videos
downloaded from
web
3 30%
PowerPoint with
mostly texts
2 20%
PowerPoint with
mostly images
2 20%
Video their classes
to replay them
1 10%
Use audio (without
video)
2 20%

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
Responses %
Use videos downloaded from web
PowerPoint with mostly texts
PowerPoint with mostly images
Video their classes to replay them
Use audio (without video)
Question 5: Think about how your lecturers have used media on
your MSc course at UCLan, have they? :
Options Responses Responses %
Use videos
downloaded from
web
4 45%
PowerPoint with
mostly texts
2 25%
PowerPoint with
mostly images
2 25%
Video their classes
to replay them
1 5%
Use audio (without
video)
1 5%
Responses %
Use videos downloaded from web
PowerPoint with mostly texts
PowerPoint with mostly images
Video their classes to replay them
Use audio (without video)
Question 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? :
Options Responses Responses %
Strongly Agree 2 20%
Agree 7 80%
Neutral 0 0%
Disagree 0 0%
Strongly disagree 0 0%

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
Responses %
Strongly Agree Agree
Neutral Disagree
Strongly disagree
Question 7: There are some people who think that media
distracts from learning. To what extent do you agree with this
statement? :
Options Responses Responses %
Strongly Agree 2 20%
Agree 3 35%
Neutral 3 35%
Disagree 1 10%
Strongly disagree 0 0%
Responses %
Strongly Agree Agree Neutral
Disagree Strongly disagree
Question 8: Considering the videoing of lectures. Do you ever
watch videoed lectures back?
Options Responses Responses %

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
Never 0 0
Occasionally 1 10%
Regularly 7 80%
Always 1 10%
Conclusion
Use of different media platforms in a classroom are based on
improving the learning experiences of the students and also, to
the lecturers. The multimedia in a classroom provides
diversifying texts interactivity, with strengthened background of
executing and understanding tasks. Moreover, the paper
concludes the importance of the media in classrooms, with
supportive data from the quantitative analysis of survey. The
background work has discussed the previously executed research
on the same topic. Therefore, it is justifiable to say that media
platforms produce advantages in a classroom environment, with
high motivational presence to the positive scopes of the students
and teachers, for skill improvement and further.
REFERENCES
[1] D. Roberts, “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, vol. 42, no. 7, pp. 969–985, 2017.
[2] I.C. Hung, and N.S. Chen, Embodied interactive video
lectures for improving learning comprehension and
retention. Computers & Education, 117, pp.116-131. 2018.
[3] S. Luttenberger, D. Macher, V. Maidl, C. Rominger, N.
Aydin,. and M. Paechter, 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. 2018
[4] R. Guy, and G. Marquis,. The flipped classroom: A
comparison of student performance using instructional videos
and podcasts versus the lecture-based model of
instruction. Issues in Informing Science and Information
Technology, 13(1), pp.1-13, 2016.
[5] B. Sohrabi, and H. Iraj,. Implementing flipped
classroom using digital media: A comparison of two
demographically different groups perceptions. Computers in
Human Behavior, 60, pp.514-524. 2016
[6] M. Dezuanni, The building blocks of digital media
literacy: socio-material participation and the production of
media knowledge. Journal of Curriculum Studies, 47(3), pp.416-
439. 2015
[7] W.D. Chawinga, Taking social media to a university
classroom: teaching and learning using Twitter and
blogs. International Journal of Educational Technology in Higher
Education, 14(1), p.3. 2017
[8] I. Etikan, , S.A. Musa, and R.S. Alkassim,. Comparison of convenience
sampling and purposive sampling. American journal of theoretical and applied
statistics, 5(1), pp.1-4. 2016.
Appendix
Responses %
Never Occasionally
Regularly Always

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.