Incorporate multimedia elements and learner autonomy into e‐learning design for ENT education¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 quant-synthesis), q3 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

Based on its qualitative findings, the review recommends designing e‐learning with multimedia elements and learner autonomy and control. It reports that "Educational impact of e‐learning is maximized with multimedia elements" and that "Autonomy and control over e‐learning media empowers students to take charge of their education and foster self‐directed learning skills." The discussion links these findings to Mayer's generative theory of multimedia learning and Sweller's cognitive load theory, and notes that interactive platforms enabling students to control content, sequence, pace, and medium yield higher performance and satisfaction.

Design Implications¶

Context¶

Requirements¶

• Digital platforms capable of delivering multimedia content and supporting learner control over content, sequence, pace, and medium

Constraints¶

• Technical issues undermine the adaptability and flexibility of the e‐learning experience and must be addressed

Target Learners¶

• undergraduate medical students

Target Learning Goals¶

• ENT knowledge acquisition
• self‐directed learning skills

Claims¶

• E‐learning achieves knowledge outcomes comparable to traditional teaching in head‐to‐head comparisons [+W]
• Learner confidence consistently improved following e‐learning interventions in ENT education [+W]
• Knowledge gains from e‐learning are not significantly moderated by study design, student level, delivery synchronicity, intervention duration, or repeat testing [+W]
• E‐learning produces a pooled normalized knowledge gain of 26.8% in undergraduate ENT education, classified as low gain [+W]
• Skill outcomes of e‐learning in ENT education are variable, with some studies favoring e‐learning and others showing no significant difference from traditional teaching [+W]

Related Strategies¶

• Incorporate objective structured scoring systems and progressive dashboards into self-directed curricula to support motivation and autonomy development
• Expand research methodologies to monitor learning processes during multimedia instruction
• Incorporate theoretically based pedagogical elements (e.g., enactment, generative learning strategies) into IVR procedural training

Examples¶

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Key Sources¶

• Mughal Z, Gupta KK, di Traglia R, Fruhstorfer B. (2026). Effectiveness of E‐Learning in Undergraduate ENT Education: A Mixed‐Methods Systematic Review. The Laryngoscope. https://doi.org/10.1002/lary.70164