MULTI-MEDIA APPROACH TO

TEACHING-LEARNING

Every teacher aims to teach his students in the best possible way by adopting proper ways and means for the effective
realization of the teaching objectives. Similarly every learner is supposed to organise his task of learning in such a way as t
yield to maximum learning in a best possible way. Educational technology, the science and
technology of teaching and learning, has evolved and devised various techniques, strategies and approaches for both the
teacher and learner to realize their teaching- learning objectives in a quite effective way. Multi-media approach represents o
of such strategies and, approaches to improve the process and products of teaching-
learning.
WJtAT is Mubi"'MEdiA AppROACh?
It is said that one who communicates well teachers well. Similarly the learner who
responds well to the communication of ideas, is supposed to learn well. Hence it implies
that key for the effectiveness of the teaching-learning process lies in the strength and
quality of the process of communication. There are wide varieties of techniques and
media available for the communication of ideas leading to teaching-learning like
lecturing, demonstration, using hardware and software material and equipments,
Programmed learning texts and packages, T.v. and Radiolessons, Computer assisted
instruction, laboratory experiences and other practical work, etc.
The experiments and researches in the field of teaching-learning has established
that teaching-learning process is best organised and facilitated through the use of multi-
media instead of a single or routine type of media or techniques . .For example, incase a
teacher while lecturing makes use of the audio-visual aids, charts and maps, writes on
the blackboard, demonstrates on the demonstration table and asks his' students to
respond in a theoretical as well as practical way, he is surely to communicate well
instead of a teacher who is simply resorting to lecturing or demonstrating. The use of
educational technology in the field of teaching and learning has given birth to a new
approach named multi-media approach consisting of the use of many appropriate and
carefully selected divices, techniques and media in such a combination as to yield in the
most effective realization of the teaching-learning objectives' in a best possible way.

Consequently, The term multi-media approach to teaching-learning may be referred

to the use of appropriate and carefully selected varieties of learning experiences which,
when presented to the learner through selected teaching strategies, will reinforce and
strengthen one another in such a way that the learner will achieve predetermined
objectives in an effective way. (Packiam, 1986)
In other words, in multi-media approach, the teaching-learning process is
carried out through a number of media by using'them in such a planned and organised
combination with reference to the available teaching-learning situations qs to have
their utmost utilization for achieving the desired ends in a quite effective way.
The characteristics of such an approach thus can be summarized as below:
1. Multi-media approach calls for the use of a number of media, devices and
techniques for teaching-learning.
2. Multi-media approach is the contribution and net result of the researches and
experiements going on the subject Educational technology for improving the
process and products of the act of teaching-learning.
3. The variety of media are carefully selected as to prove quite effective in
providing desirable learning experiences to the learner for achieving the
predetermined teaching-learning objectives.
4. These media are not used haphazardly as only to increase the size and number
of media for being named as multi-media approach. Instead of-it these are so
selected and planned as to yield in best possible results in a most appropriate
economical combination.
 5. While selecting the different media for adopting multi-media approach it is
cared that the presence of one must increase the. effect of others in the .
realization of the set teaching-learning objectives with reference to a
particular teaching-learning situation.
6. Multi-media approach asks for the judicious and planned use of the hardwares
and softwares available in the field of educational technology.
7. In multi-media approach the several media and techniques can be effectively
used as appropriate vehicles for the needed communication of ideas in the
process of teaching-learning.
ThE TYPE of MEdiA USEd iN Muhi .. MEdiA App'ROACh
Multi-media approach to teaching-learning nowadays may call for the use of a
number of modem and traditional media, classified and listed as under.
A, classification of Media in terms of the methods and strategics of tcaching
(a) Methods like lecture method, Discussion method, Demonstration method,
Question-answer method, Analytic-synthetic method, Discovery method, Inductive-
deductive method, Problem solvin~ method, Project method, and Laboratory method etc
(b) Strategies like Group discussion, Seminars, Symposia, Conferences, Meetings,
workships, Brainstorming, counselling, Team teaching, Micro-teaching, Simulated
teaching, Giving practical.experiences etc.
B. ClAssiFiCATioN of MEdiA iN TERM of AUTO ... INSTRUCTioN
(i) Programmed learning instruction
(ii) Computer cfssisted instruction,
(iii) Personalized system ofInstruction,
'(iv) Instruction through teaching machines, etc.
C. ClAssiFiCATioN of MEdiA AS A MEANS of MASS COMMUNiCATioN ANd
iNSTRUCTioN
(i) Radio and television broadcasts
(ii) Correspondence and Distance Education
(iii) The open school and university programmes.
D. CWsilicAlioN of MEdiA iN TERMS of litE USE of Audio-VisuAl MArmW. ANd EOUiPMENT5
(i) Graphical material like charts, pictures, snaps, flash cards, posters, diagrams,
graphs and printed material, etc.
(ii) Three dimensional aids like models, specimen, puppets, living and non-living
real objects etc.
(iti) Projective aid material and equipments like slides, filmstrip, films, projectors,
motion pictures, audio and video tapes and casettes etc.
(iv) Radio and television lessons and educational programme, gramophone and
recorded sounds, closed circuit television, satellite communicated
educational
programmes etc.
E. ClAssiFiCATioN of MEdiA iN TER~S of GAiNiNG liviNG EXpERiENCE
(i) Field trips and excursions, (ii) Dramatization, (iii) Demonstration (iv) Role-
playing, (v) Visits to Museum (vi) Library reading and, (vii) Practical experiences at
laboratory and real life settings.
F. ClAssiFiCATioN of MEdiA iN TERM of REAdiNG/JEAChiNG MATERiAL
(i) Text books and supplementary reading book Ii) Work books (iii) Teacher's
Guides (iv) Idea or action books, (v) News papers, journals and magazines
(VI) Laboratory and practical work Manual (viI) Self-assessment Guides etc.
ThE STEPS ANd PROCEduRE fOR AdoPTiNG Mubi"'MEdiA APpROACh
 Multi-media approach facilitates the task of attaining desired teaching-learning
objectives on the path of the teaching-learnmg in a quite effective way.
As emphasized earlier, it asks for the Judicious use of several media in relation to
the existing teaching learrung situations in such a combination as to result in the
attainment of the predetermined teaching-learning objectives in the best possible way.
In
multi-media approach, it is vel)' difficult to prescribe a uniform pattern or
instructional
p ocedure to be followed by the teacher and learners. Every teaching-learning
situation
•. j~ an unique opportunity which demands a set of unique preparation and
implementation
activities on the part of the teacher and students with regard to the adoption of multi-
media approach. However, there may lie common points of agreements if we try to
analyse the vel)' nature and goals of multimedia approach as cited below: .
-The teaching learning objectives are to be effectively realized.
-Teacher must be helped to plan and organise his teaching activities as
effectively'
as possible.
-The learning experiences should be organized in such a way that students learn
mostly through self-effort and active participation and involvement in the.
learning activities.
-Teaching-learning activities need to be organised such a way as to help the
teacher in making the total unit of the learning quite clear to his students as well
as to help the students in acquiring all the learning experiences in a wide way
through independent efforts and cooperative planning.
-The media selected for the teaching-learning activities should be such that these
may be coordinated and combined in relation to a particular teaching-learning
situation resulting in the effective realization of the set objectives.
Keeping the above cited nature and demands for the use of multi-media approach
we can follow, in general, a particular pattern in the form of the following stages and
steps for the organisation of the instructional activities with reference to the different
teaching-learning situations.
First stage. At this stage teaching-learning activities are to be initiated by the
teacher. A well prepared lesson may be delivered by the teacher on a learning unit by
keeping in view the set teaching-learning objectives. Here he may use different
media.
The learning contents may be covered in a global way through lecture, question-
answer
or lecture-cum-demonstration method, etc. He may make use of the black-board,
charts,
pictures, graphs, models, slides, audio and. video tapes, exhibit actual objects and
demonstrate experiments etc. for the clarity of the contents of the learning unit
depending upon the demands of the teaching-learning situation.
Second stage. It is the stage for the demonstration of...•.•...specific and specialized unit.
This information may be provided to him through well prepared programmed learning
material, tapes and video recorded material, learning guides and work-books, etc.
Third Stage. At this stage the learner is provided with the essential help and
invidiaul guidance for the clarity of the steps and activities under taken by him for
proceeding on the path of his independent learning. The activities undertaken for the
purpose may be listed as below:
(i) Instruction-and discussion with teacher or the fellow students.
(ii) The extra help and individual guidance rendered by the teacher or subject
expert.
(iii) Observation of experiments and work activities performed by the teacher,
 expets or fellow students. .
(iv) Close observation of the recorded material.
Fourt Stage. This stage is meant for carrying out the learning activities on the part
of the learner in details, depth on intensive basis. Here the students may be asked to do
study in library with necessary reference material or to have detailed study with the help
of programmed text books, machines and computer assisted instruction.
Fifth stage. This stage is well meant for the integration of the theory with practice
and learning practical use of the curricular experiences. For this purpose, students may
be asked to engage themselves in useful laboratory work, manual work, field work,
workship experiences, productive and creative activities depending upon the nature of
the learning unit, subject and availability of the resources.
Sixth stage. At this final stage, the teaching-learning activities are arranged on a
much superior level (named as reflective level, cooperative group learning or living etc.)
The activities of the learner at this stage may therefore be of the nature like--
(i) group discussion and exchange of ideas through seminars, symposium, panel
discussion, and conferences, etc.
(ii) Critical thinking and analysis on the basis of independent writing,
experimentation and creative work.
(tii) Critical evaluation of one's, own achievement or putting views on the
accomplishment of others in a constructive way.
In this way, different media can be utilized in combination at the subsequent stages
and steps of the teaching-learnings activities carried out for the instruction of a
particular learning unit.
This multi-media approach is equally applicable to the other informal and non-
formal teaching learning situations including correspondence or distance education. A
distance learner or a student of correspondence course thus initially may get well
prepared lessons on the related units of the curricular subjects. This learning material
may be available in the shape of programmed learning or auto-instructional material. It
may be supplemented with audio and vedio tape material. The students, then may be
asked to interact with the resource persons available at the different resource centres for
clarifying their doubts and difficulties related with the learning material. The help of
mass media like radio, television, newspapers and journals, may also be taken for
helping the distance learners. The media like closed circuit television, teaching machines
and computer assisted instruction may also prove quite beneficial at different stages to
the individual learning. The individual learners may then be asked to evaluate their own
learning outcomes through well graded assignments. They may take the help of the
media like laboratories, information centres, libraries and other places of related
practical and theoretical experiences. Personal contact programmes may be arranged for
providing them formal teaching-learning experiences at the different resource centres
created for them at their convenience.
Multi-media approach has its strong appeal and applicability to almost all the
teaching-learning situation for the teaching and learning of the different curricular ot
·,:p,on-curricular subject material. It is beneficial for all types of learners, whether
average, sub-average or above-average. On the one hand where it can very much be
used
in diagnostic and remedial teaching for the educational backward and slow learners,
on
the other, it may be equally planned for the organisation of teaching-learning
activities
for the gifted arid creative genious. The media and techniques used for adopting
multi- media approach with the creative children may be outlined as below" :
-Guide books, and work books for the use of teachers and students like the
"Guide to creative action" and "creative action work book."
-Idea books which include exercises for developing intellectual skills involved in
creative thinking like can you imagine? Invitation to thinking and doing, plots,
puzzles and plays.
-Carefully prepared instructional material consisting of recorded planned
sequences of creative thinking activities like great moments of discovery, great
moments in invention etc.
-Use of a large variety of audio-visual aids available for creative teaching and
learning in the form of recorded audio and video tapes, eoloured slides with
accompanying tape-script, films, computer assited instruction material etc.
-Use of packaged teaching-learning programmes consisting of the material like
instructor's manual, volumes written on different aspects of creative teaching,
posters, pictures and photographs sets, tapes of audio and Video Cassettes
helpful in teaching and ·learning, teaching learning strategies material and
evaluation material etc.
-Use of auto-instructional programmes specially meant for creative education
like set of creative problems in the form of detective mysteries presented in a
suitable self-instructional format or programmed text and Computer assisted
learning material prepared.on the different phases of creative process.
-Use of different techniques like Attribute listing, Brainstorming, Morphological
Analysis and psychodramatic approaches like Role playing, Inquiry training,
word association, etc.
RoLE of ThE TEAChER iN MuLTi ... MEdiA APPROACh
Question arises what will be the role of the teacher in adopting multi media
approach to teaching and learning. Definitely, there will be a significant shift from the
traditional one as emphasized below:
1. Lecture or chalk and talk method will not suffice. The teacher has to learn
and
adopt a number of methods and techniques like questions-answer,
demonstrating, problem solving, analytic-synthetic, assignment depending
upon the demands of the teaching-learning situation.
2. Teacher has to learn the use and application of different media, select and
utilize them in proper combination for the attainment of teaching-Ieamirig
objectives in a particular instructional situation. He has to gain mastery over
the use of different audio-visual aids, software material and hardware
equipment etc. in ~terms of their wise selection, proper use and necessary
maintenance and up 'keep etc. Programmed packages, audio-visual tapes,
coloured slides accompanying tapes script, motion pictures and films, models,
specimen, actual objects, etc. are to be used judiciously as and when required
for increasing the effectiveness of the teaching-learning process.
3. Multi-media approach ultimately aims for the creation of such teaching-
learning environment that may prove helpful in making students learning an
independent and individualized activity. Accordingly, there is needed a
significant change in the· attitude and role of the teacher. His task in
multimedia approach is not limited to the imparting of knowledge and
disseminating information to the students. Consequently, there will be a shift
of his role from direct communication of information to guiding students
learning. He has to make his students active participants in the process of
learning instead of remaining passive. The learning experiences are to be
designed by him by adopting multimedia approach in such a way that the
students may be able to proceed on the path of learning quite independently.
Slowly and slowly they are to be lead on the path of auto-instruction and self-
learning. The role of the teacher thus needs a major shift in the shape of a
guide, advisor and organisor in place of a mere communicator, demonstrator
or tutor.
4. While adopting multi-media approach, the teacher on one hand has to lead his
students for independent individualized learning with the use of television
lessons, audio video casettes, recorded and printed programmed material,
teaching machines and computer assisted instruction etc. On the othr hand, he
has to make their learning a living and cooperative process by resorting to the
 group activities like seminar, symposium, panel discussion, workshops and
interacting with the people in real work situation.
5. Multi-media approach provides opportunity for integrating theory with
practice. In view of the realization of this aim, the teacher has to playa very
constructive role in making his students learn the things in a quite practical
way by going through concrete and living expericnc- '. The teacher must
himself know the application and use of the fac 0; r' d principles learnt
theoretically in any curricular area. He may be ablr to plan and organise field
work, laboratory and workship activities, translate tl.eory into action and
practical use in day to day life then and only then he may be able to utilize
multimedia approach for the true realization of the teaching-learning
objectives.
ORGANisATioNAl IMpliCATiONS
Adoption of multi-media approach to teaching-learning requires drastic changes in
the organisational and administrative set up of our educational system as detailed below:
6. There is a need of sound infrastructure and needed facilities for the adoption
of multi-media.annroach.Iike atBlaclcboard. bulletin boar:dand.other disnlav
7. administrative COnsideration can hardly come in the way of
determined
teacher and awakened learners. The instructional material and means
for the
utilization of multi-media approach will automatically filter through
the
individual and collective efforts of the teachers, and learners. The
schools and
institutions may also join hands in pooling of the resources. The
colleges of
educational and teacher educational institutions at the state and
national level
like centre for educational technology, SCERT and NCERT etc. may
also
come forward for providing theoretical and practical frame work and
material
facihties for the adoption of multi-media approach.
8.USES ANd AdvANTAGES of MvLTi;MEdiA APPROACh
9.Adoption of multi-media approach to the teaching-learning may prove useful
and
advantageous on the following grounds.
10.1. Making Education interesting, purposeful and effective. Multi-media
approach is helpful in making the process of educational quite interesting and effective
on account of the following reasons :
11. -Use of single media like lecturing, book reading etc. may result in
monotony and
dullness both to the teacher and learner. The use of multimedia in terms of
methods, techniques and materials brings life in the process of teaching-
12. learning. .
13. '-Use of multi-media provides opportunity for the utilization of a number of
senses-sight, hearing, smell, touch, and taste for gaining the direct and lively
expenences.
14. -Use of multi-media calls fer diversified activities on the part of teacher and
taught. It makes the process of learning quite lively and interesting. Pupils
can
gain useful learning experiences by following the principles of learning
through
observation and learning by doing.
15. -Use of multi-media approach equips the teacher for better teaching and the
learners for better learning .. The subject matter becomes quite clear,. self
explanatory and well digestive to the learners with the help of the
application of
several media in proper c rr·.· -. ,WI.:>,.,. It makes the task of the teaching quite
easy,
interesting, methodical and S<':1·· .f . lIS the teacher becomes quite
capable of
attaining the teaching objectives with greater efficiency and effectiveness.
16. -",~u1ti-media approved is specially helpful in providing opportunity to the
earners in the learning and teaching of various skills.
17. -The changes in the effective domain of the behaviour of the learners like
interest,
habits, attitudes etc. can be effectively brought with the help of the multi-
media
approach.
18. -Whenever the teaching-learning process is followed by the multi-media
approach, the changes in the behaviour of the learners in all the three
domains
conative, cognitive and affective can be effectively brought QUt. As a result
the
teaching-learning objectives are best realized through the use :of multi-
media
2. Meeting the needs of the learners. The multi-media approach to teaching-
learning work satisfactory in meeting the intellectual and psychological needs of the
individual learners. It is quite helpful in satisfying the instinct of curiosity and urges of
constructiveness, creativity and inventiveness. The students get enough food for
thought
and ·action on account of their wide exposure to the field of knowledge and experience
through different media. It also hcIps in training their emotions and providing useful
channels for the proper release of their emotional energy. Multi-media approach on
account of its diversity is able to meet the needs of every individual learner. One can
pick
up the media he likes most or the one which suits him most for proceeding properly on
the path of learning. It is why, many of the learners declared backward, slow learners,
problems or delinquent may be properly brought on the right path after getting exposure
to an effective medium suiting to their very nature and specific needs.
3. Making the learning highly individualized and self-dependent. Multi-media
approach to teaching-learning aims towards making the learning as individualized and
self-dependent as possible. Starting from the use of simple ~ftware like charts and
pictures to the application of sophisticated hardware like computers and teaching
machines aided instruction the multi-media approach helps the individual learner to .
proceed on his learning path with his own pace according to his own needs, interests and
abilities .. Slowly and slowly, then it makes him to rely on his abilities and p~sue his
studies independently with or without the presence of his teacher.
4. Relieving teachers from the routine duties. Multi-media approach is capable
of reducing the load and tension of the teachers with regard to their different roles. It
may
help them relieved from many of their instructional duties. Radio and televison lessons,
slides with audio-tapes, educational films, video cassettes, programmed packages,
teaching machine and computerised instructions all work in the same direction to take
the place of teacher and thus get the teacher relieved for playing other significant roles
for the benefit of students in he capacity of a supervisor; guide, counsellor or advisor.
5. Proper appealing and spreading education to masses. Multi-media
approach possesses enough potentioality to cater to the needs of masses through the
judicious efforts of mass media like-radio television video films, newspapers, printing
material, nationally circulated magazines and commercial motion pictures, etc. It has
tremendous power and capacity to appeal to the masses as a strong communicator, easy
approachability and low cost to the users.
6. Capable of providing advantages of both group and individual learning.
1. Multi-media besides aiming for the individualization of instruction, proves
equally
competent for group and corporate learning. It has a diversified long list of
media in its
treasury while some of them like Programmed texts and packaged material,
Computer
assisted instruction, learner controlled instruction, Auto instruction received
through
teaching machines, Tape recorded material, Laboratory work and other
Individual
assignment experiences help the learner to learn individually and
independently, the
other media measures like lecturing, Demonstrating, T. V. and Radio
Lessons, Video and
film demonstration, Seminar, Symposium, Panel discussions, Workshops,
etc. facilitate
group learning. In this way, multi-media approach to teaching-learning can
be
characterized for. its inherent advantages of both individual and group
learning.