Evaluating the Usefulness of Microlearning to Adult Students in Higher Education: An Empirical Study in Singapore.
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| Title: | Evaluating the Usefulness of Microlearning to Adult Students in Higher Education: An Empirical Study in Singapore. |
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| Authors: | Yao, Shih-Ying1 (AUTHOR) syyao@suss.edu.sg, Ho, Yan Yin1 (AUTHOR) |
| Source: | Adult Learning. Aug2025, Vol. 36 Issue 3, p162-175. 14p. |
| Subject Terms: | *Microlearning, *Higher education, *Research methodology, *Part-time students, *Adult education, Empirical research |
| Geographic Terms: | Singapore |
| Abstract: | Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students' academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant's own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students' academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant's own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10451595 |
| DOI: | 10.1177/10451595241280672 |
