Content area
Abstract
Integration of multimedia resources in higher education curricula continues to be a concern for today’s teachers, especially in identifying effective, efficient, and engaging resources that provide individualized instruction and meet a variety of learning needs. However, there was a gap in the literature regarding teachers' beliefs about multimedia integration within the context of adult learning in online higher education. The purpose of this basic qualitative study was to explore the benefits and challenges higher education online teachers experienced when integrating multimedia resources into their courses. The research question explored the beliefs of higher education online instructors about their experiences when integrating multimedia resources into higher education courses. Three rounds of faculty interviews were conducted with 10 teachers who worked at private colleges in the western United States to gather teacher feedback. Follow-up interviews supported additional insights, in-depth responses, and final interviews to clarify data and member checking. To effect positive social change in online higher education, findings from this study indicate that effective multimedia integrations increase student engagement, individualize instruction, foster meaningful teaching and learning apprenticeships, and enhance teacher performance, professional development, instructional support, and technical skills. These integrations inform educational stakeholders of the need to create more real-world, authentic learning experiences better suited to adult learners.
