MULTIMEDIA FOR DEEP LEARNING IN A DEVELOPING CONTEXT

The Tshwane University of Technology (TUT) mainly caters for black South African students in a changing society and developing context. Some of its priorities are to sustain the emerging learning industry, to change work within the information era, to subscribe to the new modes of knowledge production, and to align itself with the trends in Africa. Due to the unequal development of rural communities under Apartheid, current students often have trouble relating new learning experiences with existing knowledge. Retention of knowledge also appears deficient. This bounded case study aimed to improve the success rate of students in an undergraduate computer literacy course at TUT by augmenting the course material with multimedia learning material. This case study therefore focused on how multimedia learning could foster the development of deep-level learning and knowledge of students in a developing context. The instructional aim was to improve the success rate of students in an undergraduate computer literacy course at TUT by augmenting the course material with multimedia learning material. Multimedia learning applications were applied to develop learning and to investigate if learners experienced immanent learning actions. The participants were second-year black students enrolled at TUT, 18-21 years old, from rural or semi-rural backgrounds. Although they were somewhat computer literate, they have never participated in an electronically enhanced learning environment before. The research followed a mixed methodology design. Data collection instruments comprised of an electronic survey, researcher field notes, a focus group interview and two semi-structured questionnaires. The research aimed to establish if multimedia assisted students to learn more deeply, and whether multimedia technology promoted a deeper level of learning for students not accustomed to a technology rich learning environment. Findings indicated that developing students from a traditionally rote learning background obtained a deeper level of understanding through multimedia interventions. They gained confidence, bridged technophobia and came to grips with technology tends of the global knowledge economy. Their general knowledge improved and they exhibited a deeper level of knowing and understanding of the course material.