A Learner Experience Framework for Microcredential Design and Online Learning
Saved in:
| Title: | A Learner Experience Framework for Microcredential Design and Online Learning |
|---|---|
| Language: | English |
| Authors: | Lynnae Venaruzzo (ORCID |
| Source: | Distance Education. 2025 46(1):77-94. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Microcredentials, Electronic Learning, Distance Education, Learning Experience, Learning Motivation, Independent Study, Student Experience, Skill Development, Intentional Learning, Instructional Design, Educational Innovation, Student Attitudes, Career Development, Foreign Countries, Health Sciences, Universities, Asynchronous Communication, College Students, Health Personnel, Employee Attitudes |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01587919.2024.2442018 |
| ISSN: | 0158-7919 1475-0198 |
| Abstract: | Microcredentials enable a digital transformation of educational offerings that build skills of learners and the capability of organisations; however learners struggle with balancing study on top of work and family commitments unless they are motivated and self-regulated in their learning. Designing microcredentials that intrinsically motivate learners, enhance their ability to study independently, and build the skills they need, particularly in online and distance delivery modes requires intentional learning design approaches. However, limited research exists on innovative learning design approaches to microcredentials. To address this gap, a novel framework was developed, and learners' experience (LX) was examined via interviews and survey data. The findings reveal that learners want their learning experience within a microcredential to facilitate career progression and help them apply their new skills in different contexts. Learners report that activities where they interact with working professionals, create portfolios of learning, and work through industry-relevant case studies motivates them to succeed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464098 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Microcredentials enable a digital transformation of educational offerings that build skills of learners and the capability of organisations; however learners struggle with balancing study on top of work and family commitments unless they are motivated and self-regulated in their learning. Designing microcredentials that intrinsically motivate learners, enhance their ability to study independently, and build the skills they need, particularly in online and distance delivery modes requires intentional learning design approaches. However, limited research exists on innovative learning design approaches to microcredentials. To address this gap, a novel framework was developed, and learners' experience (LX) was examined via interviews and survey data. The findings reveal that learners want their learning experience within a microcredential to facilitate career progression and help them apply their new skills in different contexts. Learners report that activities where they interact with working professionals, create portfolios of learning, and work through industry-relevant case studies motivates them to succeed. |
|---|---|
| ISSN: | 0158-7919 1475-0198 |
| DOI: | 10.1080/01587919.2024.2442018 |
