Development of Authentic-Based Multimedia Learning in African Higher Education Institutions: Prospect and Problems

Multimedia-based learning has been employed as an informative tool in teaching spaces since the Second World War, and its employment in higher education is still a trend in this day and age. Improvements in information and technology have a significant impact on the teaching methods used in schools. However, the concept of authentic-based multimedia is still emerging. It makes teaching curriculum more real and relevant for student education needs to create inventive students, deep learners with excellent problem-solving abilities. Previous reports showed that engaging students in an authentic- based multimedia learning methodologies to innovate in technology-enabled 21st-century classrooms made students expressed a favorable attitude toward learning in this setting and the genuine activities in the modules with huge academic improvement. However, African institutions are still lagging due to policies’ non-implementation to facility deficiencies. There are reports on efforts of some African tertiary institutions to create this deep teaching and learning atmosphere, while some are yet to understand this concept, less implementing it, besides the problems peculiar to African institutions. Educators still lack the confidence to design proper learning environments that engage and educate students. There is more to utilizing information technology than merely uploading teaching materials online. This paper gives an overview of the level of inclusion of authentic learning strategies into a multimedia learning environment that influences student learning. Decisive efforts must be geared towards providing effective and adequate facilities bridging infrastructural deficiencies and training teachers in both education and technological skills, as well as access to a technology specialist who can assist with technical assistance for multimedia operations to keep students engaged in the learning environment.