Microlearning in the Digital Age

Corbeil, Joseph Rene; Khan, Badrul; Corbeil, Maria Elena

doi:10.4324/9780367821623

Cited by 24 publications

(11 citation statements)

References 28 publications

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“…Being an asynchronous resource, it gives students the flexibility and autonomy to work through the resource independently without requiring any training from instructors. In line with Mayer’s Pre-Training principle, an ‘Orientation’ page is included at the start to provide learners simple guidance on how to navigate through the resource (Corbeil et al 2021). This is followed by a short pre-course quiz to test learners’ existing understanding of Kawasaki Disease and to identify gaps in their knowledge.…”

Section: Methodsmentioning

confidence: 99%

Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource

Song

Tombs

2022

Preprint

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Introduction The use of digital educational resources has gained widespread popularity across all disciplines in medical education; paediatrics being no exception. This paper focuses on the development and in particular, the evaluation, of an e-learning resource on Kawasaki Disease which was primarily developed as a revision aid for undergraduate medical students. Methods This digital resource was created using Xerte Online toolkit and was guided by the instructional model ADDIE. The design and development of the resource was based on Mayer′s 12 Multimedia Principles, while Zaharias and Poylymenakou′s usability evaluation method informed the preliminary evaluation. Findings Feedback from the preliminary evaluation, which was based on the instructional design parameters of ′navigation′, ′visual design ′ and ′intrinsic motivation to learn ′, was overwhelmingly positive. However, in light of this being a small-scale evaluation conducted on just seven undergraduate students, a protocol was developed for a more in-depth and robust evaluation. Conclusions and further development The evaluation of digital educational resources remains a fundamental and essential component in creating meaningful and effective e-learning material. In line with literature on evaluation of digital educational resources in medical education, the evaluation protocol set out in this paper considers three aspects; evaluating the ability of the resource to meet its intended outcomes; evaluating the ability of the resource to meet learners′ needs; and evaluating the educational context.

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Section: Methodsmentioning

confidence: 99%

Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource

Song

Tombs

2022

Preprint

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“…Microlearning requires designing and implementing technology-mediated environments to promote learning and training in short chunks to face the challenges of the digital age [9,14]. Next, proposals related to microlearning are presented, both in Software Engineering and other knowledge fields.…”

Section: Related Workmentioning

confidence: 99%

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

Gasca‐Hurtado,

Morillo‐Puente,

Gómez‐Álvarez

2024

Comp Applic In Engineering

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In this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi‐experimental design, and pretest–posttest measurements without a control group. A one‐sample t‐test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t‐test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy.

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“…Kukulshka‐Hulme suggested that conceptions of mobile learning are shaped by the populations studied (2013) and in the first decade of this century working adults were not the most studied group (Hwang & Tsai, 2011). Studies of mobile learning for work (eg, Pimmer et al., 2010), often focus on students' transition into the workplace or novice learning, rather than established workers, although recent studies examine the affordances of mobile for career‐related micro‐credentials (Corbeil et al., 2021) with commentators calling for lifelong seamless learning (Aus dem Moore & Martinotti, 2016) and conceptions of mobile learning focusing on physical mobility and work (Traxler, 2021). Conversely, studies of work‐related learning have not typically focused on learner mobility, leaving a need for further research into the mobile learning of adults working and learning across multiple institutions, often with caring responsibilities at home.…”

Section: Introductionmentioning

confidence: 99%

“…Where a learning project is relevant to a learners' experiences related to more than one institution , might it become seamless across multiple institutions even if many learning episodes are abstract? It also offers a lens for reflecting on the rise of micro‐credentialing, where learners may engage with multiple institutions (Corbeil et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

Left to their own devices: An exploration of context in seamless work‐related mobile learning

Casebourne

2024

Brit J Educational Tech

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This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.

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Microlearning in the Digital Age

Cited by 24 publications

References 28 publications

Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource

Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

Left to their own devices: An exploration of context in seamless work‐related mobile learning

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