Abstract
Recent research has shown evidence of the positive influence of adopting the multimodal teaching approach, especially in e-learning context. The assumptions are mainly threefold. First, employing multimodal digital techniques can be highly beneficial in terms of enhancing students’ learning experience, taking into account students’ varieties of learning styles. Second, using multimodal pedagogies can be a key in drawing students’ attention to the target material and a driver to boosting their cognitive skills as well as their class engagement. Finally, the core concept of the multimodal approach is that instructors should be encouraged to push their boundaries to experiment as well as take advantage of the multiple, viable digital modes of content delivery when designing their on-line lessons in order to keep abreast with the rapid waves of change vis-à-vis the status quo and the future of digital learning. Hence, the current study examines the multimodal digital practices of a number of Libyan higher education instructors who were involved in an experimental e-learning program proposed by the English Language Department at Tripoli University during the onset of Covid 19 pandemic. Over the course of their fully online classes, instructors displayed varying levels of digital literacy and some employed different multimodal modes of teaching resources and communication venues when approaching their virtual lectures. Therefore, the paper mainly reviews the practices and the implications of multimodality in e-learning setting by highlighting students’ takes on some online lessons ‘design and structure, and the impact of integrating diverse multi modal resources on their uptakes. Two methods of data collection were used in this paper are: a structured online questionnaire for students and online class observation. The questionnaire was designed and sent out to students’ emails to find out their’ attitudes to the given classes and what multimodal techniques they found mostly supportive and assistive. A total of 8 online classes were observed in terms of lecture delivery method and layout, with a special focus on the amount of the various digital media of devilry and communication used and the level of class interaction. Based on the findings of the study, only a minimum number of professors employed creative multimodal teaching approaches in their online classes. The findings show that in unimodal classes, where instructors depended on one medium of delivery and interaction, students displayed low to almost scarce interaction and did not exhibit any kind of engagement nor commitment to the class. Conversely, in multimodal classes, where instructors used a minimum amount of creative and innovative interactional and instructional media of interaction and delivery, students have showcased a high level of engagement, commitment and achieved remarkable learning outcomes. The results also show that students were highly excited about digital mediated learning, especially for audiovisual modes where teachers supported their lessons with animated videos. Additionally, students expressed that using diagrams and charts when demonstrating a lesson can help them memorize and retain information better especially when it comes to content based classes. Further, the study reveals that not only content creation and lesson delivery had been facilitated when using the multimodal teaching approach but also student-teacher interaction level had been eased and highly activated. This study stresses that technology should no longer be seen as a luxury or an auxiliary aid in the instructional process but rather an essential part and particle in the teaching process, be it in a real or a virtual classroom setting. Conclusive recommendations for practice are provided for teachers at the end of the paper. Key words: multimodality, e-learning, technology, the instruction process, Libyan instructors, students’ learning styles.