By: Ma. Nida D. Joven, Teacher II, Sacpil Elementary School
With the advent of Information and Communication Technology (ICT), digital teaching and learning have come into existence in support of the traditional form of education. Through digital teaching and learning on the use of Multimedia-Based Instruction, an alternative solution to problems concerning good quality education disparities in rural areas, which is caused by the lacking of teacher resources, has come to light.
Multimedia, according to Guan et al. (2018), is composed of more than one form of communication such as texts, symbols, images, pictures, audio, video, and animations through the use of technology for the purpose of enhancing comprehension. With such combination of means to deliver and relay messages and information, the educational sector has embraced this digital age of teaching and learning.
Through Multimedia-Based Instruction(MBI), teaching and learning processes become more interactive in such that it increases efficiency, maintains relevance between the subject matter with learning goals, and helps the concentration of learners in the learning process (Sanaky, 2013). Moreover, Andayani, et al. (2020) added that monotonous learning does not involve students actively, resulting in the atmosphere of the classroom becoming unattractive.
However, Hendriks (2016) implicated that (1) the interactivity of technology does not guarantee better learning outcomes, (2) the successful integration of technology in classrooms is not hindered by the attitudes of children or teachers, and (3) the role of teachers in achieving desirable learning outcomes continues to be a central factor, even if technology is implemented to existing education systems.
While the use of MBI, as backed up by several studies, provides promising results in terms of learners’ participation and students’ scores (Tularam, 2018; Paul & Jefferson, 2016; Beydogan & Hayran, 2015; Wren, 2015; Dimitrios et al., 2013; Sharma et.al, 2013), the effectivity of its use comes with a price. There are requirements that must first be met before MBI, especially in rural areas, is implemented. These challenges, according to the findings of Bandung, et.al. (2015), include electrical resources, network connections, application software systems, human resources, and hardware system.
In the Philippines where the power supply may be interrupted anytime and unscheduled brownout occurs, the use of an uninterruptable power supply (UPS) is needed as an alternate source so that MBI can be efficiently delivered. This would entail an additional expense but will ensure that electronics will have a sufficient supply of electricity for lessons to run smoothly.
Although the internet speed in the country is gradually improving, several network paths and unstable connections still happen. Several reports from the media reveal cases of poor connectivity when conducting online classes and online conferences. Additionally, an internet subscription with low band allocation could worsen the already unstable network, interfering transmission of audio and video that affect the delivery of the lesson. One solution to this problem is to apply for fiber optics cable rather than wireless broadband, especially in mountainous areas, and increase the internet speed by upgrading the plan and data allocation.
APPLICATION SOFTWARE SYSTEM, HARDWARE SYSTEM, and HUMAN RESOURCES
Since not everyone is computer savvy, there are instances when using MBI could be exhausting. In some instances, configuring sound and setting up a Virtual Private Network (VPN) is necessary to connect to the server with the IP address. Moreover, the audio system and wireless microphone when using MBI had to be configured so that it will not experience feedback. Configuration of cables also should be taken into account, so students or users will not get stumbled during an online lesson. With these, training for teachers should continuously be provided to ensure smooth adaptation to the digital age of teaching and learning.
All in all, the implementation of Multimedia Based Instruction in borderless classrooms, upon addressing those aforementioned challenges, could somehow close the disparity of educational resources between urban and rural areas. It would also provide avenues of learning for both teachers and students through access to modern-age technology where the influx of information is at the end of our fingertips.
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