Examining the Design of Microlearning for Korean Adult Learners

Abstract

Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859

Technological Approaches in Mathematics and Science Education: Microlearning

“…Informal learning environments that enable self-directed learning are gaining prominence beyond traditional structured learning methods. In these informal learning settings, individuals voluntarily engage in a learning environment based on their interests and needs (So et al, 2018). The microlearning approach aligns with the fast-paced and task-focused learning and working models of today, making informal learning possible through small, socially interactive steps and micro content units (Souza et al, 2015).…”

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“…Both micro and macrolearning be conceptualised in many ways referring to different aspects, which in turn include different areas, as shown in Table 1 [17]. Recently, an interesting study which examines the design of microlearning showed that adult learners have contrasting opinions about the content areas perceived to be relevant for macrolearning, conceived as longer timeframe, and microlearning [18]. Adult learners who need to keep acquiring new information in order to keep up with fast societal changes, rely on microlearning as an effective approach for obtaining that information, whereas macrolearning was seen as more appropriate for deepening knowledge.…”

“…The authors suggest that institutions that intend to develop microlearning should consider the dual structure of content delivery, so that learners who want to keep up with topical content can study microcontents while those who prefer to deepen their knowledge on more stabilised areas can attend e-learning courses. However, it should be noted that whether microlearning content delivers merely information rather than knowledge is a matter of debate and further research is needed on the best ways to help learners to progress from the information consumption stage to the knowledge building stage [18].…”

“…In a nutshell, adult learners look to education to fill a gap in their lives and microlearning, as an effective strategy, allows them to meet their immediate needs. However, despite the growing interests in microlearning, research that can inform the design of microlearning content still seems to be rather scarce, especially in the context of informal learning for adult learners [18].…”

Microlearning and Learning Performance in Higher Education: A Post-Test Control Group Study

“…Microlearning is an instructional method that delivers concise learning content in easily digestible formats, addressing the limitations of traditional training approaches (Hug, 2022). It allows learners to acquire knowledge in short bursts, aligning with their fast-paced lifestyles (So et al, 2020). Microlearning can take diverse forms, such as videos, quizzes and simulations, accessible through various devices (Ghirardini, 2011).…”