Zoology

Distance Learning
Video tutorials can be viewed on computers through either DVDs or online streams, as well as mobile
devices. They provide accessibility to those with disabilities who are not able to physically be present in
a live classroom. Mothers of young children can learn from home while still attending to their children.
Video tutorials help adult students save on transportation costs and commuting time. They allow
students who were unable to attend class at their school or college due to illness or vacation to catch up
on missed lessons from any location. Video tutorials also allow students to access lessons from
instructors who are well-known as specialists in their fields, but otherwise inaccessible to students due
to distance, such as professors in foreign countries. These professors on video might add another
dimension to the students' learning in those fields that their local schools cannot provide.
Repetition
The ability to pause, rewind, stop and play a recorded video tutorial from a DVD or online helps students
replay important points that they need to remember, which is essential for memory retention in
preparation for exams. In a live classroom, it's easy to miss what the instructor says at any given
moment, but with a video tutorial, notes can be rechecked for accuracy. A lesson in video format allows
students to focus in on specific segments, as well as play the information in its entirety.
Multimedia Aids
Video tutorials offer a multidimensional experience that may combine charts, slides, photos, graphics,
narration, screenshots, on-screen captions, music and live video. This allows students with different
learning abilities to retain information in a method more suited to them. The more that tools are utilized
in a video tutorial, the more ways a student has to focus on, comprehend and retain the information.
Many of these multimedia aids might be too complex or time-consuming to regularly utilize in a physical
classroom environment.
Interactivity
Video tutorials that allow for interaction, such as computer software lessons, provide a "hands-on"
approach that can help reinforce the information. Instead of just hearing or seeing the information, the
student can respond to prompts using a keyboard and mouse to answer questions or access extra
learning features. Videos might also be accompanied by documents that can be downloaded with
outlines of the video lesson or notes with blanks for students to type in as they watch the video tutorial.
By using these interactive features, students may benefit by being introduced to new technologies.
Another type of interactivity involves two-way communication that can take place between students and
a video teacher if the video is transmitted live online, even though they are in different physical
locations -- through webcams, microphones and chat software.
Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory,
noting that working memory has two channels for information acquisition and
processing: a visual/pictorial channel and an auditory/verbal processing channel (Mayer
and Moreno, 2003). Although each channel has limited capacity, the use of the two
channels can facilitate the integration of new information into existing cognitive
structures. By using both channels, working memory’s capacity is maximized—but
either channel can be overwhelmed by high cognitive load. Thus design strategies that
manage the cognitive load for both channels in multimedia learning materials promise to
enhance learning. In addition to the two key assumptions of dual-channel processing
and limited working memory capacity, the Cognitive Theory of Multimedia Learning also
articulates the goal of any learning as “meaningful learning,” which requires cognitive
processing that includes paying attention to the presented material, mentally organizing
the presented material into a coherent structure, and integrating the presented material
with existing knowledge (Mayer and Moreno 2003)1.

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Distance Learning

Cognitive Theory of Multimedia Learning

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