M & D FORUM

Analysis of the Advantages and Disadvantages of Multimedia

Teaching in Colleges
LI Baoping 1, WANG Yan 2
1. College of Computer Science & Technology, Henan Polytechnic University, Jiaozuo, Henan,
P.R.China, 454003
2. Wanfang College of Science & Technology HPU, Jiaozuo, Henan, P.R.China
libaoping@hpu.edu.cn

Abstract: The teaching method of using multimedia equipments in class improves teaching quality and
efficiency, accelerating teaching reform in universities and colleges. However, sometimes it even harms
the teaching effect. By doing surveys in four universities in Jiaozuo, and analyzing the advantages of
using multimedia, this paper points out the problems in current teaching method and offers some
suggestions and countermeasures. Thus multimedia technology could wield its magnificent power in
education.
Keywords: teaching method, abuse, multimedia teaching, disadvantages

1 Introduction
As the development and spread of computer technology, most colleges and universities begin to use
multimedia in teaching because it can present not only words, but also graphs, pictures, sounds, even
motion pictures and videos[1]. However, this teaching method has not been properly employed in class,
inducing declining in teaching efficiency.
This essay analyzes current situation of teaching in four colleges in Jiaozuo (Henan Polytechnic
University, Jiaozuo Teachers’ College, Jiaozuo University, Wanfang College of Science and
Technology), pointing out existing problems and causes of these problems, and also offering measures
to solve these problems, to speed up development of multimedia teaching methods and up-grade
teaching efficiency.
When using multimedia teaching method in class, we must plan the whole teaching procedure, choosing
the proper multimedia equipment, and combine the traditional teaching methods. Thus we can optimize
teaching process, achieving best teaching effect[2]. Multimedia teaching method was developed in 1980s,
which can also be called computer assisted instruction (CIA). CIA uses computers to manipulate and
control signals, languages, sounds, pictures, videos and other information and shows these on a screen
by projector with coordinated sounds. Users control the computer to finish the whole teaching process[3].

2 Advantage of Multimedia Teaching Method

2.1 Arousing students’ interests
Multimedia teaching method fuses writing, sounds, pictures and videos together, making teaching
contents easy to understand and heightening class atmosphere. Thus it arouses students’ enthusiasm.

2.2 Better emphasizing key and difficult points in teaching

When using multimedia teaching method, teachers can make use of different colors to increase students’
interests, show pictures of things that students cannot imagined, and deliver more and specific
knowledge and information to students through sounds and videos.

2.3 Improving teaching efficiency by adding more information in class

Multimedia teaching makes use of different equipments in its teaching process, adding more
information to the class and benefiting teaching quality and efficiency [4] .

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3 Existing Situation of Multimedia Teaching Method

Results of surveys conducting in four universities in Jiaozuo:

3.1 More utilization rate of PPT, less utilization of other functions

After observing the teaching procedures in four universities, we find that more than 80 percent of
teachers use PPT made by themselves in class. The contents of PPT are all texts which are the same as
what we write on blackboard in traditional way of teaching. They seldom use other functions and there
is no flexibility in teaching so it’s hard for students to focus in class, thus lowering teaching effect.

3.2 Most of PPT just copy textbook

The contents of most PPT are from textbook. The teachers just transfer the same information from
textbooks to PPT, which doesn’t differ from traditional way of teaching and doesn’t fully utilize
multimedia equipments.

3.3 Dependent on PPT in teaching

After utilizing of PPT, teaching process becomes reading the textbook or PPT. Teachers all use PPT in
class, teaching becoming reading. Teacher-oriented changes into PPT-oriented. PPT becomes center of
teaching. If the multimedia equipments, especially computers and projects, break down, teachers can not
smoothly finish the teaching procedure.

3.4 Qualities of PPT

Most teachers make PPT by themselves. However, few teachers download PPT from the internet or
acquire PPT from other resources. These teachers are not familiar with the contents on the PPT, so once
the computer breaks down, class cannot conduct properly, compromising teaching quality.

4 Abusing Multimedia Teaching Method

4.1 Teaching process quickened by multimedia equipments

Teachers don’t have to write on blackboard when using multimedia equipments, which on the one hand,
saves much time. On the other hand, it causes disadvantages. Most teachers cannot control rhythm of
class, quickening teaching process. Thus students are passively led by PPT and cannot think actively in
class.

4.2 Foster laziness among teachers

Many teachers use the same PPT when teaching the same lesson. They don’t change contents on PPT
according to students’ reaction and pay no attention to explore teaching patterns. In the long run
teachers become lazy and don’t fully prepare for every class.

4.3 Lack of communications and interactions between students and teachers

After introducing multimedia equipments into class, some teachers just sit behind the computers and
play the PPT. Students can only hear teacher’s voice but cannot see the person. Therefore, students
cannot communicate with teachers. Because of lack of interaction, teachers don’t know students’
reaction and cannot control teaching procedure. Thus, throughout the whole class, teachers talk with no
enthusiasm, and students listen without passion, compromising teaching quality.

4.4 Harm students’ creativity

If teachers just sit behind computers and don’t communicate with students to lead them to think and
evoke their thoughts, it will harm students’ creative thinking ability.

5 Countermeasures

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5.1 Being student-oriented in teaching

When using multimedia equipments, the whole teaching process is teacher-oriented. Teachers impart
knowledge to students, ignoring students’ presence and function in class. Teachers should conquer their
laziness, teach more actively with enthusiasm, and be student-oriented with wholehearted commitment.

5.2 Choose proper equipment; combine modern method with traditional method
Multimedia equipments are not omnipotent and by no means indicate modernization in teaching method.
Not all aspects of teaching can be presented by these equipments. Teachers must choose proper teaching
methods in accordance with teaching contents and objectives. Therefore, if traditional way of teaching is
enough in conferring knowledge, teachers don’t have to use multimedia equipments I n class. Before
each class, teachers must choose proper teaching method to enhance efficiency and results of teaching.

5.3 Better preparation before class, better PPT

PPT is a key aspect in a teaching process, which plays an important role in multimedia teaching method.
A good PPT should concentrate on its contents and effects, not its form or flashiness. Teachers must pay
attention to differences between PPT and teaching plan, making better PPT as teaching plan of high
quality, which will be applied in class and benefit teaching quality.

5.4 Plan reasonably to improve teaching quality

Teachers can choose different multimedia equipments aiming at specific needs, plan and optimize
teaching process properly. Teachers should avoid copying from textbook and sitting rigidly behind
computer without interaction with students [5]. They should communicate and interact with students
actively, observe their reaction, adjust their teaching plan according to students’ reaction, and inspire
students to think. They can also provide more information to broaden students’ mind and enhance
teaching quality.

5.5 Education in accordance with individual differences

In class, teachers should notice students’ individual differences to plan a lesson more carefully. A
teaching plan must be perfected on the basis of class, major, students to cater the needs of specific class.
Both participation of students and teaching of teachers are essential to the whole teaching process. No
matter what kind of teaching method teachers are using, they cannot neglect students and a class should
be student-oriented.

6 Conclusion
In all, multimedia teaching method has its own advantages. It is not only necessary but also beneficial to
use multimedia equipments in class. However, only if the teachers use this method properly could it
bring us more benefit. In order to fully utilize the power of multimedia equipments, teachers must
organize class procedure in accordance with teaching contents and objects, choosing, designing,
evaluating and using the proper equipments to optimize teaching results. Using multimedia equipments
are subsidiary methods in teaching. The effect and quality of a class don’t rely on multimedia
equipments that teachers have used in class. The key point is teachers should prepare carefully before
class, provide students not only with knowledge but also creative thinking ability. Teachers must have
the ability to stimulate potential in students [5]. Therefore, our teachers should not only master
professional knowledge of their own fields, but also be familiar with teaching theory, psychological
theory to use teaching method more scientifically and skilfully. What’s more important, teachers must
committed to their profession and career, promote themselves in professional fields. Thus multimedia
technology could wield its magnificent power in education.

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References
[1]. Yao Mingye. On the Problems of Multimedia Teaching and Its Countermeasures. Journal of
Nanyang Normal University. 2010(10): 103-105(in Chinese)
[2]. Chen Qi. Analysis of the Misunderstanding and Misuse of Multimedia Technology in Teaching and
the Countermeasures. Journal of Qiqihar University (Philosophy & Social Science Edition).
2009(04): 174-175(in Chinese)
[3]. Chen Qi, Chen Xinxin. Brief Discussion on Improvement on Multimedia Teaching Application.
Journal of Qiqihar University (Philosophy & Social Science Edition). 2010(03): 133-134(in
Chinese)
[4]. Du Huijuan. On the Strategies of Developing Creativity, Journal of Jiangxi Institute of Education,
2002(01): 68-72(in Chinese)
[5]. Wang Yan, He Suping, Zhang Guobin. Different viewpoints on the drawbacks of multimedia-aided
teaching. Northwest Medical Education. 2004(01): 13-14(in Chinese)

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