Using Microlearning to Train Research Skills for Junior Social Researchers: Toward a Micro-researching Framework.

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Bibliographic Details
Title:	Using Microlearning to Train Research Skills for Junior Social Researchers: Toward a Micro-researching Framework.
Authors:	Pham, Hiep-Hung¹, Nguyen, Ngoc-Thi Nhu²
Source:	Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-24. 24p.
Subject Terms:	Microlearning, Research skills, Academic motivation, Social sciences education, Social science research, Expectancy-value theory, Self-determination theory
Geographic Terms:	Vietnam
Abstract:	Microlearning has been identified as an effective strategy for teaching and learning in various settings. However, little is known about its application in training and coaching research skills for junior researchers. This study aims to address this gap by investigating the perception and experiences of graduate students in the social sciences in Vietnam. We conducted semi-structured, indepth interviews with 20 participants who had undergone a research skills training and coaching program using a microlearning approach. Self-Determination Theory and Expectancy-Value Theory were used as analytical lenses. The findings support the effectiveness of microlearning in this new context of training and coaching junior researchers in the social sciences. Learners’ motivation functions as a dynamic, self-reinforcing system in which psychological needs (competence, autonomy, and relatedness) and perceived values (attainment, intrinsic, utility, and cost) co-develop and interact. This process gives rise to key outcomes, including academic achievements and continued use of microlearning, which in turn further reinforce both psychological needs and perceived values. The findings suggest the emergence of a new framework termed micro-researching for guiding both learning and supervision. The findings offer theoretical and practical insights into how microlearning can support motivation and capability development in research training contexts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Microlearning has been identified as an effective strategy for teaching and learning in various settings. However, little is known about its application in training and coaching research skills for junior researchers. This study aims to address this gap by investigating the perception and experiences of graduate students in the social sciences in Vietnam. We conducted semi-structured, indepth interviews with 20 participants who had undergone a research skills training and coaching program using a microlearning approach. Self-Determination Theory and Expectancy-Value Theory were used as analytical lenses. The findings support the effectiveness of microlearning in this new context of training and coaching junior researchers in the social sciences. Learners’ motivation functions as a dynamic, self-reinforcing system in which psychological needs (competence, autonomy, and relatedness) and perceived values (attainment, intrinsic, utility, and cost) co-develop and interact. This process gives rise to key outcomes, including academic achievements and continued use of microlearning, which in turn further reinforce both psychological needs and perceived values. The findings suggest the emergence of a new framework termed micro-researching for guiding both learning and supervision. The findings offer theoretical and practical insights into how microlearning can support motivation and capability development in research training contexts. [ABSTRACT FROM AUTHOR]
ISSN:	14499789
DOI:	10.53761/4x1mvs52