What are some common pitfalls to avoid when using multimedia in online learning?

Multimedia should serve a purpose and they should be use just for the look. They should enhance training explanations, contributing to understanding.

In my many years of training, I have observed that the aesthetics of course materials can significantly affect the effectiveness of learning. If learners are distracted by inconsistent, irrelevant, or outdated multimedia, they tend to lose focus on the learning at hand. It can be quite embarrassing to be in front of a group of learners while they are laughing at or distracted by poor multimedia. Instead, multimedia should subtly support the learning, not become the center of attention, especially in a negative way.

Make sure the design aesthetics are synchronized. It’s good to have a style guide in place, to ensure consistency in color, style, and quality of multimedia elements. For instance, in the case of videos, make sure to have consistency in style and length. Provide closed captions for all videos for ease of understanding. Audio elements should be also tested before incorporating them into the course. Make sure they are audible and synchronized.

I took a 8 week course which consisted of 80 videos of the content expert speaking. Exact same position each time, no variation, all just blah-blah-blah. If I tried to just listen to the audio, the video would stop. By Week 3, I couldn't listen to another word. By Week 4, I had stopped altogether. Such arrogance that this expert thought that learners would enjoy 130 hours of just him talking. The content was initially interesting but this instructor wrongly assumed that one format of video and one presenter was sufficient. It was not. Vary your format of multimedia. Use adaptable media that allows people to listen/engage anywhere. Use different presenters, voices, tools and visuals to teach and assess learning. It makes all the difference.

In my experience, one significant misstep is the overuse of multimedia, which can lead to cognitive overload and distract from the core learning objectives. I once took a course that lacked interactivity and relied on several videos to rely the point- my interest was lost from the start. Furthermore, not all learners have the same level of digital literacy or access to high-speed internet, so relying too heavily on high-bandwidth media can inadvertently marginalize and hinder some participants.

Balancing multimedia is crucial—too much can overwhelm, while too little can underwhelm learners. Avoid bombarding your course with excessive animations, videos, or images that clutter the content. On the other hand, using only text can make learning dull. Find the sweet spot by integrating relevant multimedia to reinforce key concepts without overloading cognitive processing. A short, targeted video explaining a complex topic can be more effective than pages of text or constant visual stimulation.

Inaccessible multimedia can exclude learners with disabilities. Ensure all multimedia elements, such as videos and infographics, are accessible by providing captions, transcripts, and screen reader-compatible content. For example, a visually impaired student should be able to understand your video through audio descriptions. Implement accessibility guidelines to make learning inclusive for everyone, regardless of abilities. Accessible content not only complies with legal standards but also broadens the reach of your online course.

Depending on your learner population (typically: everyone), learners appear to be looking for excuses to get out of doing their coursework. I've seen it in secondary, graduate, and even paid corporate environments! While some might legitimately be trying to look for excuses, there are many, many students who quickly become frustrated with a desire to learn but no means to access learning. From software downloads to broken/expired weblinks, we should be actively looking for ways to make our content centralized and more inclusive, not letting our guards down to broken materials. Also consider implementing as much Universal Design for Learning (UDL) as possible in your courses - don't leave students behind! Allow alternatives when necessary.

Usage of multimedia in online courses is a tricky affair. Especially when you are designing courses to train a diverse group of global learners. Ensure the multimedia elements you use are inclusive and respectful. Avoid using offensive, insensitive, and biased content. Do not use multimedia just for the sake of using it. Make sure the multimedia elements complement the course content and facilitate better learning experiences.

To avoid pitfalls, showcase a few visual examples to stakeholders early in the project. Establish with them a shared vision of the project's visual elements.

Multimedia should always serve a purpose. Including irrelevant or inappropriate content distracts learners and undermines your objectives. Avoid adding flashy animations or unrelated images just to make your course look visually appealing. Each element should reinforce learning outcomes. For instance, using a brief, targeted video to explain a concept is far more effective than a humorous GIF that adds no educational value. Focus on adding multimedia that complements the core material and engages your audience meaningfully.

Learners are absolutely inundated with multimedia in their lives outside of educational environments; they will engage more with multimedia when it is relevant or interesting to them personally. While this article identifies that passive multimedia can lead to disconnection, it does not offer ways to promote active learning outside of course alignment. However, promoting active learning with multimedia means asking critical thinking or open-ended questions. It means prompting discussion between learners. It could mean breaking large videos into shorter clips with their own comprehension questions. Engage learners’ creativity by asking them to make a video from another perspective or write a caption. Ask how it relates to their life.

Unchecked or untested multimedia can cause technical issues and frustrate learners. Before launching your course, test all videos, animations, and interactive elements across different devices and browsers. For example, ensure videos play smoothly on both mobile and desktop devices. Verify that links work and that images load correctly. Regularly update and test your content to avoid outdated or broken multimedia. This attention to detail ensures a seamless user experience and avoids unnecessary distractions during learning.

In multimedia learning there is well over 30 years of research into how to design materials in a way that is congruent with how people learn. One of the most common issues I have seen is the desire to make it “pretty” or “fun”. This might grab your students’ attention but it will not help them to learn the concepts as they experience cognitive overload. Focusing on Mayer’s principles when designing can help your multimedia aspects to not only engage learners but also help ensure maximum transfer and progress towards the learning objectives.

I once worked with a team of developers who used any multimedia they could find online in the products they sold to clients. I was shocked by their disregard for copyright laws. This unethical practice not only puts your organization at risk of facing legal consequences but also damages your reputation in the eyes of your audience, clients, and the larger community. Instead of resorting to such practices, it is better to rely on open-source and Creative Commons sources that are readily available.

Multimedia elements make online courses engaging for learners and lead to better learning and longer retention. However, the usage of multimedia can make or break your courses. Here are a few aspects you should be careful of: Too much multimedia can distract your learners and too little multimedia can make the course dry. It’s important to strike a balance for impressive results. Don’t use multimedia just for the sake of using it. Make sure it’s relevant and aligned with the learning objectives and the desired learning outcomes. Also, it is important to test the quality and functionality of multimedia elements to avoid technical glitches and learner frustration.