Exploring learner satisfaction and the effectiveness of microlearning in higher education

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Albert Rof, Andrea Bikfalvi, Pilar Marques
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引用次数: 0

Abstract

The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs.

Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions.

探索高等教育中学习者的满意度和微观学习的有效性
微学习在专业培训和教育领域的兴起似乎势不可挡。然而,关于微学习的学习效果和学生满意度却缺乏证据。本文旨在揭示微学习在参加商业教育项目时的这两个方面。本文的独创性在于,它深入分析了一家利用微学习方法提供商业培训的快速发展的教育科技初创公司,探讨了在将大量微学习课程组合成宏学习课程时,学生满意度和学习效果的影响。研究结果表明,学习效果主要取决于参加此类培训的原因及其对学生当前工作的适用性,由此可能产生四种效果程度依次递增的学习结果:娱乐、更新知识和技能、意外学习和有效学习。本文有助于填补关于学员满意度和微观学习效果的研究空白,发现它们并不一定有保证。它还对设计、招聘和实施基于微学习的项目具有实际意义:商业研究生教育中微观学习效果和学生满意度的实证研究。探索宏观学习的有效性,或将大量微观学习课程组合成一个学习项目。揭示不同层次的学习效果及其先决条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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