Optimising multimodal learning in higher education: a case study of a selected South African institution

Tshiamo Kgaphola; Mamelang Molaba; Solly Matshonisa Seeletse

doi:10.20525/ijrbs.v13i2.3195

Authors

Tshiamo Kgaphola Sefako Makgatho Health Sciences University
Mamelang Molaba Sefako Makgatho Health Sciences University https://orcid.org/0009-0005-3966-9080
Solly Matshonisa Seeletse Sefako Makgatho Health Sciences University https://orcid.org/0000-0001-7728-3748

DOI:

https://doi.org/10.20525/ijrbs.v13i2.3195

Keywords:

Higher education, Hybrid, Multimodal, Technology

Abstract

The study investigated the shortages in a multimodal learning (MML) approach that was used in a science faculty of a selected higher education institution (HEI) in South Africa. The study population consisted of students of the science faculty. The sample consisted of students who willingly offered to participate after being informed of this study. A study questionnaire consisting of MML components was used to collect data. It was distributed by email as Google forms to students who had supplied their email addresses in acceptance of participating. Analysis of data consisted of graphs and measures in percentages to determine the level of how the students experienced the various MML components. The deficiency level was not too high, but the components that were missing were crucial to effect beneficial learning. The components missing in MML were found to be core components of a flipped classroom (FC). The paper recommended a move of MML closer to FC.

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