Designing Multimedia Learning Materials in Rural Settings Located in the Colombian Coffee Region

Abstract

This article addresses results from a research work following the principles and methods of the qualitative-evaluative approach that intended to design, develop, and validate a series of multimedia learning materials applied to different curriculum disciplines. The study was carried out in rural schools located in an underdeveloped Colombian Coffee Region from 2018 to 2020. Guidelines, class observations, surveys, interviews, and expert assessment were the most useful instruments and sources of data. The results indicate that given the novelty, attractiveness, and curiosity towards the use of multimedia components, rural schoolchildren acquired different levels of active learning competencies. Bearing in mind that digital divide may intensify the existing rural-urban gap, it is crucial to embrace innovative solutions to persistent problems in declining equity and quality taking into account the rural students’ contexts. It is a curricular innovation providing teachers the possibility to conduct interactive, dynamic, playful, and creative classes according to the rural reality.