Abstract

At the University of Ottawa, we have developed the first in a planned series of interactive multimedia programs to promote reflective decision-making skills in preservice teachers. This paper discusses the results of an evaluation of the use of the program with 58 student teachers in four seminar classes and assesses the implications for incorporating instructional elements and learning strategies to facilitate reflective thinking. Data was collected by means of self-report surveys, tracking data, and semistructured interviews. Evaluation results indicated that the students liked this instructional approach and found the scenarios depicted realistic. They also found the program easy to use, but focused nearly exclusively on the video portions to the exclusion of other program features designed to engender reflective decision-making. Tentative guidelines are advanced for the design of interactive multimedia intended to foster reflective or critical thinking.

Citation

Kenny, R.F., Andrews, B.W., Vignola, M.J., Schilz, M.A. & Covert, J. (1999). Towards Guidelines for the Design of Interactive Multimedia Instruction: Fostering the Reflective Decision-Making of Preservice Teachers. Journal of Technology and Teacher Education, 7(1), 13-31. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/8955/.

© 1999 Society for Information Technology & Teacher Education

Keywords

• Evaluation
• Instructional Design
• Interaction
• Multimedia
• Teachers