Microlearning and Learning Performance in Higher Education: A Post-Test Control Group Study
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| Title: | Microlearning and Learning Performance in Higher Education: A Post-Test Control Group Study |
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| Language: | English |
| Authors: | Sathiyaseelan Balasundaram (ORCID |
| Source: | Journal of Learning for Development. 2024 11(1):1-14. |
| Availability: | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Activities, Electronic Learning, Learning Modules, Graduate Students, Business Administration Education, Masters Programs, Instructional Effectiveness, Student Attitudes, Cognitive Processes, Difficulty Level, Foreign Countries, Academic Achievement |
| Geographic Terms: | India |
| ISSN: | 2311-1550 |
| Abstract: | This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423546 |
| Database: | ERIC |
| Abstract: | This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy. |
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| ISSN: | 2311-1550 |
