Abstract:
E-learning is widely used in universities and
other organizations all over the world, either
to support classroom learning or on its own. The
Palestine Polytechnic University (PPU) is no
exception. Usually, a special kind of web-based
content management system is used for running elearning courses. These systems hold all the
course content and information of the students
and also provide the interactive tools to support
learning process. While using such systems makes
the e- learning experience much easier, it also
induces some problems like the heterogeneous
previous knowledge of the students. The attitude of
students towards e-learning or learning content
management systems is also an important factor
in e-learning. There have not been any major
surveys in the PPU in that regard.
With newly developing multimedia technologies,
incorporating simultaneous presentations of
narration, images, and text, the possibilities for
instruction are vast. Yet, how and when should
educators use these technologies in the most
effective ways to enhance learning? This is the
driving question behind this research: What is the
effectiveness and usefulness of using multimedia in
e-learning approach in teaching the Biomedical
Instrumentation course for students of Biomedical
Engineering Program in the Palestine Polytechnic
University?
In this study, an experimental group of (14)
students was examined after studying a course
using e-learning approach. The instructional
design approach was used. I have used the ElGazzar Instructional Design Model (2002) since it
was proved to be simple and efficient. The course
was implemented using MOODLE-LMS. The
students’ achievement was examined before and
after the experiment. The research results proved
that there is a significant increase in gain in
achievement. The e-learning has achieved
efficiency greater than (80%) in achievement. Also,
the e-learning has achieved efficiency greater than
(1.2) measured with respect to Black’s Gain Ratio
in achievement. Also, the e-learning has achieved
efficiency greater than (0.6) measured with respect
to McGugian’s Gain Ratio in achievement. The elearning has achieved larger effect size (more than
0.14) on achievement.
