Use of Media in Teaching and Learning on MSc Computing

This report analyzes the use of media in teaching and learning on MSc Computing. It includes a survey and data analysis to assess the importance and effectiveness of digital media platforms in the classroom.

Views on the use of media in teaching and learning on MSc
Computing
ABSTRACT
Although various digital platforms have been widely used in
various educational programs, yet it is a matter of debate
whether it is necessarily provides the benefits, or it is just over
rated. Hence in order to identify issues and learn about this
process regarding ‘Media usage in classroom’, an survey has
been conducted along with detailed analysis of collected survey
data for assessing importance of digital media platforms in
teaching and learning process. The study includes background
work (summary of previous research findings), Study (Sampling
and survey), Results (where Survey’s response were shown) and
finally, a conclusion that summarizes overall findings of the
report has been included in this report as well.
KEYWORDS
Multimedia; Classroom; MSc Computing; Technology
1 Introduction
Advancement of technology has influenced many
sectors and education sector is one of them. Application of
technology has enhanced the way educational content is
delivered to students. It has made learning process more
interactive and also enhanced productivity as well [7]. It helps
students to interact effectively with course material and thus
improve their concentration as well. Integration of digital media
platforms for teaching and learning process hence have become
quite popular and this trend is also being considered for the MSc
computer courses for increasing productivity and improving the
way student learn and interact with their teachers in the
classroom [8].
In this report, three academic papers have been analysed that
explores integration and application of digital technologies for
improving learning process in academic courses. Here in this
context data has been gathered through survey with 9 people on
application of digital technologies and media platforms for
teaching and learning process in MSc courses. Data collected
through this survey has also been analysed for identifying trends
and popularity of digital technologies in teaching and learning
process.
1.1 Background work (Literature Review)
The way students, higher education students perceive knowledge
through understanding and the way they engage in generous
group during when contents are delivered by the teachers effect
how effectively they learn [1]. The paper has analysed a specific
learning technique that is multimedia learning or popularly
known as MML and this technique has been applied on various
subjects that include History, Politics, International Relations,
Social work, Sociology, Business and Economics instructing
applications. This paper has specially analysed effectiveness of
replacing textual based lectures with visual based lectures.
According to the authors, the result of the Participatory Action
Research (PAR) techniques have showed that visual based
learning is more effective than textual based learning process.
According to the authors, if interactive learning activities are not
incorporated with video lectures, it is not possible to ensure
proper learning and student participation during the learning
process [2]. In order to ensure interactive learning activities, it
is important to ensure that substantial efforts are provided while
designing ILA’S content and interaction-handling. In this paper,
the authors have considered 90 students from different
universities and they were distributed into three dissimilar
groups that include non-embodied interactivity, embodied
interactivity and current video lectures. However, according to
the result of the analysis, groups that chose embodied
interactivity seems to learn better than other two groups and it
also makes it easy for students to manage cognitive pressure
effectively.
It is important to review student choice for organized learning,
especially when various choices are available for representing
contents through different formats [3]. These choices include
lecture recordings (video podcasts), face-to-face lectures, and
extra text material. According to authors, lecture podcasts when
integrated with lecture slides and broadcasting videos, proves to
be most efficient learning process.
Application of flipped classroom while teaching undergraduate
students is an efficient and effective choice [4]. Although
previously courses were designed to be delivered in a traditional
way, for assessing the effectiveness of flipped learning process,
lectures as well as homework was redesigned and delivered in
the new flipped learning method and the data was collected for
six weeks. Analysis of the data shows that the new learning
method is more effective as it provides better interaction and
students especially in graduate courses like to learn in
interactive way as it provides content for learning maximum
amount of information in less time. Hence flipped learning
according to the authors, is more effective than traditional
learning process in post-graduate courses.

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
Digital platform should be considered in teaching and learning
process as it improves coordination between teachers and
students and it is an important aspect of quality education [5].
The authors also describes that when content is presented in a
such as format that includes graphics, image, audio and video
along with textual information, it attracts students and motivates
them to focus on learning and without considering digital media
platforms, it is not possible to integrate this facilities with
classrooms courses.
Although social media might be an effective choice as an
important digital media platforms, it needs to be properly
regulated, otherwise it might distract students in their learning
process [6]. Hence, according to the authors, if course instructors
decides to choose social media platforms to increase
communication and coordination with students, share course
related materials, it needs to be made sure that it is properly
regulated so that maximum efficiency is ensured. If these things
are properly managed, it is excellent choice for effective teaching
as well as effective learning process.
STUDY
Participants:
The method which is the simplest of all to select a
focused group is known as ‘convenience’ and ‘purposive’
sampling and the same method is considered here as well. With
this process, specific members have been selected who have the
required knowledge about their respective course studies and
might provide insight in this method has been selected. In order
to increase efficiency of the study, random participant selection
method has been avoided as this might affect the credibility and
efficiency of the study which needs to be properly ensured.
In order to properly manage this study and especially when
focused group is considered, it is important to decide effective
group size to have control on the process. Focused group when
exceeds above 9 or 10 people create issues in controlling.
However some aspects like grouping of community, community
setting’s discussions effects this choice.
Here in this study, 9 participants (3 instructor and 6 learners)
from the MSc Course students at UCLan were invited to provide
their opinions 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.
Method:
While conducting data collecting process for a study there are
various methods that are available for selecting participants and
design sampling process. However, it is important to select a
particular method as it affects the quality of the study. There is
no standard definition and characteristics to decide whether a
selected method is effected or not for a particular study. It
depends on type of information that is considered for a study. In
this paper the method that is considered is Focus groups-based
results as it is an effective approach for designing statistics that
aims to prove collective response of the entire population
considered for a particular study.
Procedures:
Following procedures were followed while survey was
conducted:
Participants were provided detailed overview about the topic and
also purpose of the survey was clearly stated
Questionnaires which were selected for this survey was
distributed with the participants
Participants were asked to select from options provided for each
questions and they were instructed to select more than one
option for a question if required
Total 8 questions were provided to each of the participants
once survey was completed the survey papers were collected
from the participants for data analysis
Results
The result of the survey is presented in this context with detailed
analysis.
 For each of the question, a particular option among the
provided options has been selected
 Then it was identified for a particular option of a
question how many participants have selected it

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
 Then percentage response has been calculated from
that
Table of Results and Summary data
Question 1: Please Indicate your age:
Options Responses (how
many
participants have
selected this
option out of 9
people)
Responses %
Male 5
Female 4 80%
Responses %
Male Female
Question 2: Please indicate your gender:
Options Responses (how
many
participants have
selected this
Responses %
option out of 9
people)
Less than 20
years
0 0
20-40 years 9 100%
More than 40
years
0 0
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 (how
many
participants have
selected this
option out of 9
people)
Responses %
Mainly taught by
teachers
explaining IT and
then you doing
5 55.55%

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
exercises
Mainly taught by
the teacher
setting problems
and letting you
figure them out
0 0%
A mixture of both
in roughly equal
measure
4 44.44%
Chart Title
Options
Use videos downloaded from web
PowerPoint with mostly texts
PowerPoint with mostly images
Video their classes to replay them
Question 4: Think about how your teacher used media to teach
IT at school, did he/she:
Options Responses (how
many
Responses %
participants have
selected this
option out of 9
people)
Use videos
downloaded from
web
3 33.33%
PowerPoint with
mostly texts
4 44.44%
PowerPoint with
mostly images
5 55.55%
Video their classes
to replay them
1 11.11%
Use audio
(without video)
0 0%
Chart Title
Options Use videos downloaded from web
PowerPoint with mostly texts PowerPoint with mostly images
Question 5: Think about how your lecturers have used media on
your MSc course at UCLan, have they? :

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
Options Responses (how
many
participants have
selected this
option out of 9
people)
Responses %
Use videos
downloaded from
web
3 33.33%
PowerPoint with
mostly texts
3 33.33%
PowerPoint with
mostly images
5 55.55%
Video their classes
to replay them
2 22.22%
Use audio
(without video)
0 0%
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 (how
many
participants have
selected this
option out of 9
people)
Responses %
Strongly Agree 7 77.77%
Agree 2 22.22%
Neutral 0 0%
Disagree 0 0%
Strongly disagree 0 0%
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 (how
many
participants have
selected this
Responses %

WOODSTOCK’18, June, 2018, El Paso, Texas USA F. Surname et al.
option out of 9
people)
Strongly Agree 2 22.22%
Agree 2 22.22%
Neutral 1 11.11%
Disagree 3 33.33%
Strongly disagree 1 11.11%
Responses
Strongly Agree Agree Neutral
Disagree Strongly disagree
Question 8: Considering the videoing of lectures. Do you ever
watch videoed lectures back?
Options Responses (how
many
participants
have selected
this option out
of 9 people)
Responses %
Never 0 0
Occasionally 3 33.33%
Regularly 4 44.44%
Always 2 22.22%

Insert Your Title Here WOODSTOCK’18, June, 2018, El Paso, Texas USA
CONCLUSION
Integration of digital media with learning as well as with
teaching is gaining popularity throughout the world as it
provides easier way to connect with the teaching process more
effectively which enhance learning experience. In order to
identify importance of technology based digital learning in MSc
course, a survey has conducted and a quantitative data analysis
has been performed on the data collected in the survey. Analysis
of the data shows that, digital technologies indeed plays an
important role in improving teaching process and making
learning effective as it provides way to actively participate in the
teaching process rather than just listening content delivered to
them. According to most of the survey participants, visual based
learning is way more effective than textual based learning for its
capability to share knowledge in a way that maximizes
interpretation of information presented to them. Hence, digital
media should be extensively applied in higher education for
improving quality of teaching and learning for enhancing overall
quality of the education.
REFERENCES
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]Q. Fu, C. Lin, G. Hwang and L. Zhang, "Impacts of a mind
mapping-based contextual gaming approach on EFL students’
writing performance, learning perceptions and generative uses
in an English course", Computers & Education, 2019. Available:
10.1016/j.compedu.2019.04.005.
[5]K. Liotsios, S. Demetriadis and A. Pombortsis, "Introducing e-
learning activities in traditional education: what do students
think about them?", International Journal of Web Based
Communities, vol. 3, no. 1, p. 69, 2015. Available:
10.1504/ijwbc.2007.013775.
[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]C. Neill, J. DeFranco and R. Sangwan, "Improving collaborative learning in
online software engineering education", European Journal of Engineering
Education, vol. 42, no. 6, pp. 591-602, 2016. Available:
10.1080/03043797.2016.1203293.
Responses
Never Occasionally Regularly Always