Bringing Lessons to Life: Media-Driven Approaches in Online Learning
DOI:
https://doi.org/10.46328/ijte.5064Keywords:
distance education and online learning, Instructional media, knowledge retention, media in education, asynchronous learning, psychology, undergraduateAbstract
As online education becomes the norm rather than the exception, the challenge lies not in delivering content, but in ensuring that students remain actively engaged and retain learned content. This study examined the impact of media-driven instructional tools (such as interactive video-based microlearning, virtual simulations, and text-based interactive lessons) on student engagement, retention of knowledge, and perceived preparedness in online courses. Students enrolled in asynchronous undergraduate psychology courses at the University of Massachusetts Global (UMass Global) participated in the survey. Researchers analyzed both quantitative trends and qualitative insights to explore best practices for integrating interactive media in digital education. Results were overwhelmingly positive, indicating that interactive media significantly improves learner engagement and comprehension, particularly among students who prefer visual or hands-on learning approaches. Participants reported that media-enhanced learning experiences made course content more engaging, improved knowledge application, and supported assignment completion. The study was conducted in collaboration with a dedicated instructional media team, whose interdisciplinary development model supports high-quality, pedagogically aligned digital content. While students largely endorsed the benefits of interactive media, challenges such as device compatibility and varying learning preferences highlight the need for a flexible instructional design approach. Findings provide insights for educators and instructional designers seeking to utilize and optimize media in online education, with implications for improving course accessibility, engagement, and knowledge application across disciplines.
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