Applying multimedia to support active learning at hanoi university
APPLYING MULTIMEDIA TO SUPPORT ACTIVE LEARNING AT
HANOI UNIVERSITY
SVTH: Nguyễn Thị Diễ , Lê Đức Lâm
Nguyễn Dương Bích Quỳnh, Phạm Thị Quỳnh
GVHD: ThS Đinh Thị Minh Nguyệt
Abstract - Research paper on the application of multimedia to positive learning methods. Active
learning is an activity that allows students to participate in the learning processes in the lecture so that
teachers and students can identify mastery of knowledge and adjust the guidelines to facilitate
learning. Long-term training. Multimedia is a combination of information of various forms and that
information can be shown simultaneously. We have searched documents and gathered information to
have a survey at HANU about learning by actively applying multimedia methods. The results showed
that the active learning method has certain positive points such as students have a more flexible way
to learn and improve some skills such as debate, information search, presentation, teamwork. , ...
Moreover, with the application of multimedia in active learning, students are more interested in self-
study. So a lot of software has been designed to help with learning and they have been effectively
exploited. Besides, we also noticed some negative results. Learning tools do not fully meet the needs
of students. Most students who use multimedia are neglected in their studies.
Key words - Multimedia, active learning, PBL
I. INTRODUCTION
While lecturing is an important aspect of university instruction, it is not necessarily the
only or best way of engaging students in the ideas and information we are presenting.
Lecturing induces passivity of thought, even in the best of students. This method of teaching
is being seen as teacher-centric wherein the role of the student is reduced to mere listeners.
Active learning is often contrasted to the traditional lecture where students passively receive
information from the instructor. Therefore, for students to be more active in learning, schools
began to innovate teaching methods. Multimedia is heavily applied in active learning
methods. In this paper, there is an introduction to active learning, multimedia, and a
comparison between traditional learning methods and positive learning methods. There are
many difficulties students also have some challenges in active learning with multimedia.
II. LITERATURE REVIEW
A. ACTIVE LEARNING
1. Definition
Active learning is an important method for students to acquire knowledge. This process
is student-centered and a pedagogic approach that encourages students to actively obtain
knowledge. It encourages students to do on their own understand the knowledge that teachers
160
provide instead of sitting and listening and writing in a notebook. Active learning is derived
from an individual or small group activities which relate to the learning processes done by all
students in class and by taking turns with intervals led by an instructor, in which students'
responses are processed and new information is collected as the learning result is being
presented (Felder & Brent, 2009). The advantages of active learning for students are: being
more interested in learning materials, improving intrinsic motivation, improving their
comprehension due to a decrease in resistance to learning materials, developing their
willingness to be lifelong learners, improving communication skills, improving interpersonal
relationships, improving problem-solving skills, improving critical analysis skills and higher
thinking (Brickner & Etter, 2008). When joining a passive learning class, students are quite
lazy to think and lack focus because the boring teaching methods did not inspire them.
However, by applying active learning methods, students will explore and understand more
deeply. Students who actively answer teachers' questions, offer options to improve lessons or
have many breakthrough ideas when group discussion are active learners. It is not necessary
to be as active as extracurricular activities, but it must be dynamic enough to promote
thinking, self-study ability, and problem-solving. Active learning does not mean to be
completely isolated from teachers, students rely on modern teaching activities in the
classroom such as the use of powerpoint, presentations, games, group study, debate, ... to find
a lesson for themselves with the guide from their teacher. During the self-study process,
students can discuss the problems they encounter with their teachers for help. Students may
not need a notebook or pen but are required to have a spirit of self-study, understanding and
practicing what is taught in class.
2. Compare active learning with traditional.
In their paper, Raja and Najmonnisa (2018) were conducted to analyze strategy teaching
between the traditional method and experiential method for the study of business courses. To
clarify the definition of the experiential method, it is said that students are more creative in
studying with the new method which is similar to active learning. The mean score of the test
among 60 students has been clearly shown that the effectiveness of the experiential strategy.
In conclusion, they found that not only teachers but also students are excited with advanced
techniques that have a greater impact on improving student communication skills than the old
educational methods. The academic community has extensively explored the benefits of fancy
educational methods. Following Powerful Schools (2018), in traditional classes, students
passively listen to the teacher and they only focus on reading and writing what the teacher
says. On the opposite, in an active learning class, the students are allowed to join in different
activities and use various techniques to discover knowledge. They have chances to require
portions within the learning procedure effectively. Until now this methodology has been
applied wisely in other papers. In 2019, Del Campo et al has extended the tremendous
advantages and disadvantages between traditional education and modern education. The
teaching methods have been gradually changed from the way of using blackboard, and
overhead projectors in the old-fashioned classes to video projects, and the Internet websites
presently. In the literature, it shows to be strongly supported for modern techniques. Because
of the comfort, while using cyberspace in teaching, teachers can provide detailed lectures as
well as show the recently updated knowledge. Besides, students remember the lesson quickly
through active activities. The evidence from these studies points towards that active learning
is superior to conventional instructive strategies.
B. WHAT IS MULTIMEDIA?
Multimedia is a common term in the world. People could understand multimedia with
many definitions in each situation. Almost, multimedia could be combined and presented text,
audio, and video conveyed to you by computer or other electronic devices (Vaughan, 2014).
In addition, another author-written has some different definitions as Multimedia is the
computer‘s environment. It means the computer environment is a place to combine every
element of media. Therefore, this created a great diverse work environment. Another
definition is multimedia did not appear before the digital age. Overall, multimedia can be
understood as combining two (or more) independent media in a platform environment. The
word combination is imperative since interactive media can make a coordinate shape where
no one person medium has supremacy (Lachs, 2013). However, with Active learning, people
can understand the definition of multimedia which could possibly be combined text, audio,
and video or it means computer-based hardware and software packages have developed
production on a large scale and owned by individuals for learning (Hilal, Ehab, and Amjad,
2015). With this definition, people can understand that in order for end-users to use
multimedia, they need to have personal devices (such as phones, laptop, PC, ...) so that they
can get aggregated information from the developers by combining elements (text, images,
video, ...) to transfer knowledge to learners.
III. MULTIMEDIA FOR ACTIVE LEARNING
A.TOOLS AND ADVANTAGES
According to Qingsong (2012), the use of multimedia technology can be effective such
as the student's interest in learning, giving students direct feedback during the teaching
process. Besides, cultivating students' creative thinking is also promoted in teaching
multimedia networks. Moreover, the ideal learning environment is built for students to self-
study with communication technology. Gunawardhana (2019) conducted that teachers use
multimedia applications to present a specific topic which helps encourage students to study
particularly effective subjects. These presentations combine a number of different media
elements that help students understand the most relevant part of that subject. Multimedia
applications also help teachers prepare a variety of teaching materials in less time than the
past. In another study, Sauce (2020) found that there are many different tools like using
storytelling graphics such as audio. Audio is an effective tool that records what students learn
and students can interact directly with their teachers on the course. The display of An Android
tablet application that helps blind students learn math through touch and audio, such as video.
Moreover, teachers display video applications in the classroom such as animation, documents,
162
short films, etc to help students more inspired to learn. Teachers create various activities that
help students not only interact with teachers but also with students in the classroom. From
there, students develop soft skills such as communication skills, teamwork skills, and
presentations. From that, teachers know the level of understanding of student papers.
Alternatively, teachers insert a few videos that require students to remember and then answer
the question at the end of the video which helps students be more interested in the lecture
instead of just listening and writing.
B.CHALLENGES
Thanks to advanced tools, student learning is improved. Students can connect, share
knowledge through these tools, or they also contribute to the students' self-study ability.
However, to access modern tools, students encounter many obstacles. To have the most
advanced equipment for the school, the school will have to pay a very expensive fee, not to
mention that students have difficulty using them. When it comes to tools such as phones,
personal computers, tablets, e-books, ... we will immediately think of their convenience in
active learning. However, they are of high value, and not every student is economically viable
to have them. Today, people create a lot of software to promote students' ability to self-study.
There are very interesting apps, websites have images, colors, sounds ... However, they are
almost not free. Students need to pay a sizable fee to use internal functions. Students in
traditional classes are often very passive and do not have critical thinking. Therefore, when
going to college, it is difficult for them to have an active learning method. They must
challenge themselves with self-study and accumulate knowledge. Students who learn the
traditional approach will be very timid, and when they switch to the active learning method
they will be more likely to be shocked, unable to keep up with their progress. During group
activities, discussions, assignments, etc., they will often be ashamed, not giving personal
opinions.
C. ADVANTAGES AND CHALLENGES IN HANOI UNIVERSITY
A survey on Hanoi University students‘ study habits was conducted to see how active
learning methods were applied along with the effects of those methods if any..
According to the result of the survey, 55% agree and fully agree that the new method of
learning understands the lesson better than the traditional method, however, 40% of students
suppose that there is no difference between two methods, and only 5% think traditional one is
better. Most students (77,5%) show that the iteration between teacher and student through
online software as well as social networks are quietly effective. By contrast, 2.5% of students
in total found the interaction ineffective. Besides, information searching skill has improved
precisely (70%) which account for the mass of the other skills. The majority of learners with
65% is easy to access to new learning methods. The level of absorbing lessons at 65% is
much higher than the traditional one. The result of learning demonstrates agreeing and
strongly agreeing accounted for 52,5% which is the largest number of surveys. Meanwhile,
25% of students learn by the social network, interaction channel not effect
Besides the advantages, this survey has some challenges. Most students are sufficiently
equipped with learning techniques and tools but they confirmed that all the provided tools
have not met the needs (45%). There is a small number of students who report that they have
no learning tools (5%). Most of the learning tools are new and modern, so most students have
difficulty accessing and understanding new tools (65%). From traditional learning methods to
active learning methods, some teachers do not apply appropriate teaching methods (37.5%),
so the students' learning results have not improved markedly. Up to 65% of students feel that
there is no difference in comprehension between traditional and active learning methods.
Skills such as critical, problem-solving, teamwork have not improved significantly (47.5%).
With this method of learning, multimedia applications are widely used, so most students are
distracted during learning (87.5%) by social networking sites (80%), online games. (35%), the
lesson is not attractive and the difficulty in finding information is daunting (27.5%).
IV. CONCLUSION
According to the research, giving an overview of active learning by multimedia. The
paper shows many advantages and challenges of active learning in Hanoi University. Most of
students could approach to this method and bring a great result, however, there are still many
difficulties that need to be overcome. Without the trend of increasingly active in learning of
Hanoi University students. The methods will further develop its potential and bring about
more positive effects. Therefore, teachers and students need to continue improve and
investigate to suitable with Hanoi University.
REFERENCES
[1]Bonwell, C.C. and Eison, J.A. (n.d.). Active Learning. [online] Available at:
[2]Brickner, D. R., & Etter, E. R. (2008). Strategies for promoting active learning in
principles of accounting course. Academy of Educational Leadership Journal, 12(2), 87-93.
[3]Cambridge-community.org.uk. (2019). Getting started with Active Learning. [online]
Available
at:
[4] Del Campo, J., Negro, V. and Núñez, M. (n.d.). TRADITIONAL EDUCATION VS
MODERN EDUCATION. WHAT IS THE IMPACT OF TEACHING TECHNIQUES‘
EVOLUTION ON STUDENTS‘ LEARNING PROCESS? [online] Available at:
http://oa.upm.es/21062/1/INVE_MEM_2012_130820.pdf [Accessed 14 Nov. 2019].
[5]Farhan, U., Raja, S., Zulfiqar, A., Bhutto and Najmonnisa, S. (2018). Article Journal
of Education and Educational Development Comparing Traditional Teaching Method and
Experiential Teaching Method using Experimental Research. [online] 5(2), p.276. Available
164
[6] Felder, R. M., & Brent, R. (2009). Active learning an introduction. ASQ Higher
Education Brief, 2(4), 4-9. [online] Available at:
[7]forbes (2019). Active Learning Challenges Old Education Models. [online] Harvard
Extension School. Available at: https://www.extension.harvard.edu/inside-extension/active-
[8] Gunawardhana, P., 2019. Possibility Of Using Multimedia Application For
Learning.
[ebook]
Available
at:
plication_for_Learning> [Accessed 12 March 2019].
[9] Hilal, A., Ehab, F., and Amjad, S., 2015. The Effectiveness Of Multimedia
Learning
Tools
In
Education.
[ebook]
p.1.
Available
at:
Teaching > [Accessed 12 May 2015].
[10] Lachs, V., 2013. Making Multimedia In The Classroom. Hoboken: Taylor and
Francis.
[11]MULTIMEDIA IN THE CORE MULTIMEDIA ACROSS THE COLLEGE
PROGRAMS. [ebook] School of Cinematic Arts University of Southern California, p.4.
[12] Powerful Schools. (2018). Why Is Active Learning Better Than Other Old
Educational Methods? [online] Available at:
educational-methods/ [Accessed 12 Apr. 2020].
[13] Qingsong, L. (2012). The Application of Multimedia Technology in Web
https://core.ac.uk/download/pdf/82176089.pdf [Accessed 25 May 2012].
[14]Sauce, E., 2020. Application Of Multimedia In Education | Education Essays |
Essay
S sauce Free Student Essay Examples. [online] ESSAY SAUCE. Available at:
[15]Spaces for Learning. (2017). Common challenges when teaching in an Active
Learning Classroom
–
and how to address them. [online] Available at:
[16] Vaughan, T., 2014. Multimedia. 8th ed. New York: McGraw-Hill Education, p.15.
APPENDIX
Khảo sát thói quen học tập của sinh viên Hanu
1. Mô tả
● ―Active learning‖-‖học chủ động‖ là một phương pháp học tập mới, các lớp học sẽ
trở nên năng động sáng tạo hơn nhờ áp dụng những phương pháp và công cụ giúp ích cho quá
trình giảng dạy của giáo viên. Đồng thời học sinh trong các lớp học này sẽ trở nên sáng tạo
hơn, chủ động tìm hiểu và tiếp thu kiến thức và ghi nhớ lâu. Bằng những công cụ ví dụ: máy
tính, điện thoại thông minh, trang web(google meeting), quizlet,
● Đa phương tiện có thể hiểu theo nhiều định nghĩa khác nhau. Trong bài nghiên cứu,
đa phương tiện là kết hợp thông tin nhiều dạng khác nhau, có nội dung mà sử dụng kết hợp
giữa video hay chữ, tranh ảnh, âm thanh
● Với phương pháp truyền thống sẽ luôn là ―cô đọc trò chép‖ sự tương tác giữa giáo
viên và học sinh ở mức thấp, trái ngược hoàn toàn với phương pháp mới ―học chủ động‖. Học
sinh được tương tác nhiều với thầy cô và bạn cùng lớp thông qua những hoạt động trong lớp
học. Từ đó hình thành những kỹ năng mới như: thuyết trình, kỹ năng giải quyết vấn đề, tư duy
phản biện,vv..
2. Câu hỏi được dựa trên những nghiên cứu
a. Những khó khăn học sinh gặp phải như áp dụng phương pháp mới
1. Bạn có được trang bị đầy đủ công cụ ở trường học cũng như ở nhà để đáp ứng quá
trình học tập phương pháp mới? (đầy đủ/có nhưng chưa đáp ứng nhu cầu/không có)
2. Trong lớp học áp dụng phương pháp mới,bạn có thấy hiểu bài hơn so với phương
pháp truyền thống? (hoàn toàn đồng ý/đồng ý/trung lập/không đồng ý/hoàn toàn không đồng
ý)
3. Giáo viên có hỗ trợ học tập qua các kênh tương tác để đảm bảo việc học tập thông
qua gmail, facebook, zalo,..?(hoàn toàn đồng ý/đồng ý/trung lập/không đồng ý/hoàn toàn
không đồng ý)
4. Các kỹ năng bạn rèn luyện được khi áp dụng phương pháp học tập mới đó là?(kỹ
năng giải quyết vấn đề, kỹ năng thuyết trình, kỹ năng làm việc nhóm, kỹ năng tìm kiếm thông
tin, khác)
b. Trở ngại về phương pháp sử dụng công nghệ mới
1. Bạn có gặp phải khó khăn khi tiếp cận với cách thức học mới không?
A. Có
B. Không
166
2. Điều gì khiến bạn gặp khó khăn khi tiếp cận với phương pháp học chủ động?(nhiều
hơn 1 đáp án)
A. Trang thiết bị đồ dùng học tập không đủ điều kiện
B. Cách thức giảng dạy chưa thực sự phù hợp, khó tiếp thu
C.
Bản thân chưa có ý thức học tập và tìm hiểu thông tin
D. Gặp khó khăn trong việc tiếp cận và hiểu rõ những công cụ mới
E. Khác
3. Trong khi bạn sử dựng đa phương tiện để tự học bạn có thường hay bị sao nhãng
không? Đó là gì?
A. Có
B. Không
4. Điều gì gây ra sao nhãng cho bạn
A. Game
B. Các trang mạng xã hội
C.
Bài học không hấp dẫn
D. Khó khăn khi tìm thông tin, gây nản chí
E. Khác
c. Các công cụ
1. Bạn thường sử dụng những gì để tự học?(nhiều hơn 1 đáp án)
A. Video
B. Audio
C.
D. Website
E. Khác
E-book
2. Các phần mềm có dễ dàng sử dụng? (Dễ sử dụng/ Trung lập/ Khó sử dụng/ Khác)
d. Ảnh hưởng tích cực với việc học
1. Với phương pháp học này thì mức độ tiếp thu bài có dễ dàng cho việc tự học không?
(Dễ/ Trung lập/Khó/ Khác)
2. Các kỹ năng: giải quyết vấn đề, làm việc nhóm, phản biện, …. có được cải thiện đáng
kể không? (Có/ Trung lập/ Không/ Khác)
3. Việc áp dụng phương pháp mới có tạo sự hứng thú trong quá trình tự rèn luyện ở nhà
cũng như trên lớp không? (Hoàn toàn đồng ý/Đồng ý/Trung lập/Không đồng ý/Hoàn
toàn không đồng ý)
4. Kết quả của phương pháp học tập mới có đạt được hiệu quả như mong đợi không?
(Hoàn toàn đồng ý/Đồng ý/Trung lập/Không đồng ý/Hoàn toàn không đồng ý)
168
9 trang
24620
Free
Bạn đang xem tài liệu "Applying multimedia to support active learning at hanoi university", để tải tài liệu gốc về máy hãy click vào nút Download ở trên
File đính kèm:
- applying_multimedia_to_support_active_learning_at_hanoi_univ.pdf
