3. Multimodal Learning

Conference: The Paris Conference on Education (PCE2022)
Title: 3. Multimodal Learning
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Josefina Bengoechea, European Business University of Luxembourg, Luxembourg
Alex Bell, University of Wales Saint Trinity, United Kingdom


According to Bouchey et al. (2021) global digitalization has dramatically changed the way we learn. These authors claim that digitalization poses a challenge for teaching and learning in 3 ways: The first one is an abundance, or over-abundance of information provided in several forms: audios, videos, texts and multimedia. They state that these new forms of providing information create multiple access points for the learners; the second one is that these diverse modes of obtaining information provide opportunities for both the teachers and the students; and third, the student body is increasingly diverse. Multimodal learning can thus be defined as learning environments that provide elements of instruction in more than one sensory mode (written, auditory or visual). Multimodal learning (MML) provides opportunities for learning that best suit the needs of the learners: learners who are more auditive can access new information in the form of audio files or audiovisual materials; learners who are more visual can access information in the form of graphic materials, or audiovisual materials, and learners that like printed materials can access texts. MML provides chances for learning to people who formerly were considered handicapped, or having special needs, like learners with dyslexia. However, as Bouchey et al. (2021) point out, MML requires a high level of determination on the learner’s side: The learner must be able to understand how s/he learns, and also be able to take the challenge of adopting new modes of learning.

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