Relationship among Online learning, Multimedia Instruction and Individualized Learning
Abstract
The quest for effective teaching-learning strategies and instructional approach in engineering communication skills has been a challenge to educators throughout the world. Students must be in the centre of learning in any effective approach to cater for each individual to achieve the predetermined objectives. This study aimed at designing, developing and implementing a new online individualized multimedia instruction framework for engineering communication skills. The questionnaire has three sections to assess individualized instruction, multimedia instruction and online learning. Overall reliability using the Alpha Cronbach test and the Rasch Model analysis together with expert reviews for the content validation of the questionnaire, suggested that the questionnaire is reliable and valid to measure the OIMI model. Data collected from 166 engineering learners were tested with confirmatory factor analysis using AMOS to obtain three best-fit measurement models from the three latent variables. Subsequently, the structural equation modeling was applied to test the hypotheses. The results showed a strong relationship between Online Learning and Multimedia Instruction, and a negative relationship between Individualized Instruction and Multimedia Instruction.
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