This paper provides an initial examination of over 614 undergraduate multimedia courses now available in the United Kingdom with discussion centered on reasons for recent course expansion. Areas of specific growth and issues of course design are presented in the analysis and discussion. Changes in the application of multimedia from subject-specific to second subject contextualization are also discussed with reasoning to support learning benefits to be derived from this approach, and implications for course designers and providers are concluded. (Contains 14 references, 3 tables, and 1 diagram.) (Author)