A Case Studyof University of Ibadan, A. B. Oshinaike, S. R Adekunmisi. Library. Practice 2. ISSN. 1. 52. 2- 0. A. B. Oshinaike. Main Library. Olabisi Onabanjo University. Ago- Iwoye, Ogun State, Nigeria. S. R. Adekunmisi. Main Library. Olabisi Onabanjo University, Ago- Iwoye, Ogun State, Nigeria. Introduction. The use of multimedia in industries has been extensive. Lindstrom, 1. 99. Multimedia is now. With multimedia, the communication of information can be done. Multimedia access to knowledge is one of the. The instructional media have emerged in. It is recognized that conventional media technologies. This. technology provides a learning environment that is self- paced. Literature Review. Multimedia is defined as the combination of various. In other words. multimedia means “an individual or a small group using a computer to.
Agnew, Kellerman and. Meyer, 1. 99. 6). Reisman (1. 99. 4) described multimedia as a ray of. Multimedia could be interpreted as a combination of data. CD- ROM, floppy disks, Internet and. Smeets, 1. 99. 6; Jager and Lokman, 1. Fetterman (1. 99. Explores how students adjust themselves in learning with the aid of multimedia. Language Teaching in a Multimedia. One aspect of second language teaching via multimedia to have received. He identified four important characteristics of multimedia. Multimedia systems are computer controlled Multimedia systems are integrated The information content must be represented digitally The interface to the final presentation of media. The power of multimedia lies in the fact that it is. Bringing Teaching To Life: Using Multimedia To Engage.This study investigated the impact of multimedia teaching on.It is also. interactive, enabling the end users of the application to control the. This has introduced important changes. Neo and Neo, 2. 00. Ogunbote and Adesoye (2. Stating further that it has been. The evolution of multimedia has made it very possible. With multimedia. technologies, they can create multimedia applications as part of their. This would make them active participant in their. Reinsman (1. 99. 4) expressed that multimedia involves. Internet (Shuell and Ferber, 2. A study by Ubogu (2. Internet- connect devices. It is important to say that the use of multimedia. Western countries. In these countries, the. However, Babajide (2. Diorama still motion. Multimedia in Education Multimedia in Education has been extremely effective in. Multimedia is changing. The way we send and receive. While a lecture can be extremely informative, a lecture. Using interactive CD- ROMs. A multi- sensory experience can be created for the. Neo and Neo, 2. 00. Multimedia has also been shown to. Ng and Komiya, 2. On the part of the creator, designing a multimedia. Multimedia application design offers new insights. Agnew. et al, 1. 99. However, information technology application serves. Oshodi. (1. 99. 9) posits that awareness created towards the use of information and. Omagbemi (2. 00. 4) supporting this view expressed that. There is certainly no lack of vision within educational. ICT in the. educational contexts of the future (Wood, 1. That vision is shared. DFE, 1. 99. 5; Simpson, Payne, Munro and Hughes, 1. For instance. some of them help students with their learning by improving the. Valasidou. Sidiropoulos, Hatzis and Bousiou- Makridou, 2. In a study conducted by Simpson et al (1. ICT in the production of. ICT software into the. CDi resource materials. The study. also revealed that in the tutors’ delivery of the courses, the students. ICT as a teaching tool. However, these tutors gave lack of time to practice skills. ICTs in teaching. Studies have shown that, there are some factors that. Spotts, 1. 99. 9; Jager and Lokman, 1. Chun and Kwan. 2. Munoz – Repiso and Tejedor, 2. Rowley, Banwell, Childs, Gannon. Londsdale, Urguhart and Armstrong, 2. However, research. ICTs are being used and adopted in teaching and learning. Jager and Lokman, 1. Jones, Zenois and Griffiths, 2. Eynon. 2. 00. 6). In developing countries, Nigeria inclusive, factors like. Agbonlahor, (undated); Perception and use of. Mabawonku, 1. 98. Perceived ease of use (Mabawonku, 1. Ehikhamenor, 2. 00. Agbonlahor (undated); Perceived usefulness. Aghonlahor, (undated); Characteristics of lecturers (Gender, Age. Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi. Training (Osunade, Philips and Ojo (undated); Opinions of. Agbonlahor, (undated); Availability of infrastructural facilities. Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of. Purchasing (Ehikhamenor, 2. Iloanusi and Osuagwu (undated). Management attitudes (Sife, Lwoga and Sanga, 2. Use/knowledge of. Anadarajan, Igbaria and Anakwe, 2. Power supply (Osunade. Undated); Iloanusi and Osuagwu (Undated) amongst others. Statement of the Problem There is an urgent need to improve the quality of. However, the presence of multimedia alone will not stimulate. Teachers are important ingredient in. Without the. involvement of teachers, most students may not take advantage of all. Teachers. need to actively participate in the use of multimedia facilities. They. have to be trained in the use of multimedia and in its integration in. They must also learn to facilitate and encourage students by. Many of the current. Teo and Wong, 2. 00. Tan, 2. 00. 0). In this study, attempts are therefore made at examining. Faculties of Arts and Education, University of Ibadan, Oyo State. Nigeria. Objectives of the Study Specifically, the objectives of this study are to: 1. Determine the availability of instructional. Faculties of Arts and Education for teaching and. Determine the pattern and frequency of use of. Investigate the adequacy of multimedia facilities for. Identify factors, if any, which limit the use of. Research Questions The study is structured to provide answers to the. How available are the instructional multimedia for. What is the pattern and frequency of use of the. How adequate are the multimedia facilities for. What factors limit the use of multimedia by lecturers. Methodology This study employed a survey research method. The. instruments used for this study were structured questionnaire, personal. The instrument which was designed to. Faculties of Arts and. Education, University of Ibadan, Nigeria, was validated by several. Olabisi Onabanjo University. The subjects used in determining these properties were. Olabisi Onabanjo University. The instrument was divided. Section A sought information pertaining to. Section B contained. Interview sessions and. The. population for this study were lecturers in the Faculty of Arts and. Faculty of Education whose statistics were seventy- one (7. However, the simple random sampling technique was used in. One hundred (1. 00) questionnaires. The data generated were analyzed using frequency and. Results and Discussion. Table 1: Gender Distribution of Respondents Gender. Frequency. Percentage. Male. 60. 75. 0. 0Female. Total. 80. 10. 0. The information in Table 1 above showed that 6. Table 2: Distribution of Respondents by Years of. Experience Years of Experience Frequency. Percentage. 1- 5 years 2. Total 8. 01. 00. 0. The result from Table 2 showed clearly that 4. Table 3: Availability of Multimedia Resources Availability Frequency. Percentage. Yes. 28. No. 52. 65. 0. 0Total. From Table 3 above, 5. Table 4: Adequacy of Multimedia Collection Adequacy. Frequency. Percentage (%)Adequate. Fairly Adequate. 12. Inadequate. 20. 25. Grossly Inadequate. Total. 80. 10. 0. Table 4 above revealed that 4. It could be inferred. Table 5: Accessibility to Multimedia Resources. Accessibility Frequency. Percentage (%)Yes. No. 52. 65. 0. 0Total. Table 5 showed the accessibility of multimedia resources. This implies that much is required to. Table 6: Type of Multimedia Resources being used. Type. Frequency. Percentage (%)Transparency. Television. 44. 55. Radio. 56. 70. 0. Projector. 56. 70. Graphics. 56. 70. CD- ROMs. 60. 75. Computer and its accessories. Internet and its facilities 8. From the table above one can gather that the mostly used. Internet and its facilities as all the. CD – ROMs 6. 0 (7. Radio, Projector. Graphics 5. 6 (7. Television 4. 4 (5. Transparency. 4 (5. Interview sessions held with these respondents as to. Major reasons for not. ICT training skills and time to. Similarly, majority 6. Table 7: Frequency of Use of Multimedia Resources. Multimedia. Very Often. Often. Seldom/Sometimes Rarely. Never. Transparency. A critical observation. Internet and its facilities have the highest. Television 4. 4 (5. Transparency 4 (5. This is an indication that the Internet, computer and its. Table 8: Factors Limiting the use of Multimedia. Facilities. FACTORSFREQUENCYPERCENTAGELack of supportive infrastructures. Lack of time to spend on technology. Inadequate or Lack of/Inadequate training. Inadequate capital on the part of the individual. High cost of technology. Wrong choice of software or software inadequacy. Lack of understanding of the value or possible. Lack of perceived economic or other benefits. Too hard to use. 30. Not user- friendly. Non- existent of service. As shown in the table above, the order of importance of. Inadequate. training (8. ICT in these. faculties. Whereas, multimedia in terms of being too hard to use, not. Majority of the respondents do not have access to the. The multimedia collection in these faculties are. It was also found that majority of the respondents. It was also found that the mostly used multimedia. The study further revealed that the Internet and its. Computer and CD- ROMs were the mostly used of. Lack of supportive infrastructures; lack of time. Recommendations and Conclusion In view of the above findings, the researchers would. The Nigerian (federal) government should see ICT. Internet connectivity, as well as. ICT infrastructures. Also, the university. ICT. facilities such that every lecture room and staff offices have. Internet and have equipment appropriate for. If the government is not forthcoming, the university. They can also embark on networking and partnership. ICT. integration and application efforts. The government can also help by subsiding or. ICT facilities so that lecturers. ICT facilities and. It is also being recommended that the University. Integrating the use of. ICT training should be given. Adequate, competent and experienced ICT technical. References. Adekunmisi, S. R., Ojo, R. A., Amusa, O. I. Gender, age and use of Information.
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