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A Learner Experience Framework for Microcredential Design and Online Learning

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Title: A Learner Experience Framework for Microcredential Design and Online Learning
Language: English
Authors: Lynnae Venaruzzo (ORCID 0000-0003-4354-9485), Cherie Diaz (ORCID 0009-0007-1261-2759)
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
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  Value: <anid>AN0183485570;5f001feb.25;2025Mar10.03:52;v2.2.500</anid> <title id="AN0183485570-1">A learner experience framework for microcredential design and online learning </title> <p>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.</p> <p>IMPLICATIONS FOR PRACTICE AND/OR POLICY: Enrol learners without set start dates to enable them to build relationships with each other and discuss how what they are learning can be applied in different professional contexts. Use industry-relevant case studies that increase in challenge and complexity to sustain learners' motivation during the microcredential and facilitate the application of knowledge and skills within their workplace setting. Use learning activities that develop learners' knowledge, enables reflection of their learning, and application of their skills in industry-relevant scenarios. Design the learning experience of the microcredential to support learners' self-regulation, and their online learning skills to enable them to become effective lifelong learners.</p> <p>Keywords: motivation; self-regulated learning; skills; microcredentials; lifelong learning</p> <hd id="AN0183485570-2">Introduction</hd> <p>As the digital transformation of education continues to gain momentum, microcredentials have emerged as a promising solution for upskilling and reskilling learners in short timeframes and in open, flexible ways. According to the Australian National Microcredentials Framework (Department of Education, Skills and Employment, [<reflink idref="bib15" id="ref1">15</reflink>]), microcredentials should be outcome-based, responsive to industry-need, tailored to support lifelong learning, and transparent and accessible for learners. These requirements are similarly seen in the European Guide on Microcredentials for lifelong learning and employability (European Training Foundation, [<reflink idref="bib18" id="ref2">18</reflink>]). Both serve as guidelines for providers in implementing microcredentials, as well as outlining their relevance for learners and employers. The Australian National Microcredentials Framework and the European Guide for Microcredentials advocate for microcredentials to enable individuals to thrive in an evolving labour market and be equipped to deal with current and future challenges through flexible learning and clearer career pathways. Connected with the shift towards skills-based hiring and development practices, microcredentials provide an opportunity to deliver lifelong learning offerings that map the core competencies of jobs as well as the specialist and generalist tasks within professions to varying degrees of proficiency (Jobs and Skills Australia, [<reflink idref="bib26" id="ref3">26</reflink>]). However, there is a mismatch between skills and available jobs (Brown et al., [<reflink idref="bib11" id="ref4">11</reflink>]) influenced by learners' varying degrees of awareness of microcredentials (Wheelahan & Moodie, [<reflink idref="bib54" id="ref5">54</reflink>]). It is not only learners who have varying degrees of awareness about the value of microcredentials. Employers struggle to understand the effectiveness and benefits of microcredentials in the broader context of education and qualification and there is fragmented operationalisation of microcredentials across higher education providers (Nguyen et al., [<reflink idref="bib33" id="ref6">33</reflink>]). In a competitive landscape where all education providers (accredited and non-accredited) are working to establish a model that produces outcomes at scale, the reputation of the higher education provider alone is not enough to attract and retain learners.</p> <p>Common microcredentialing practice in higher education is to unbundle existing program offerings and market these to prospective learners as online, flexible and accessible short courses (Swinnerton et al., [<reflink idref="bib45" id="ref7">45</reflink>]) or partner with industry to meet the skills of the workforce (Varadarajan et al., [<reflink idref="bib51" id="ref8">51</reflink>]). However, the development of transferable skills and knowledge construction in microcredentials is challenging (Wheelahan & Moodie, [<reflink idref="bib54" id="ref9">54</reflink>]) and as such, both approaches require a common language and framework that balances innovation and quality learning experiences. For example, a systematic review of microcredentials in higher education showed that learners have a confusing experience with microcredentials due to their poor quality and poor design (Nguyen et al., [<reflink idref="bib33" id="ref10">33</reflink>]). For learners to succeed in a microcredential they need to be self-regulated in their learning, have some background relevant to the course (Phan et al., [<reflink idref="bib36" id="ref11">36</reflink>]; Shapiro et al., [<reflink idref="bib42" id="ref12">42</reflink>]), and possess the skills to effectively study online as a self-paced distance education experience (Brown et al., [<reflink idref="bib10" id="ref13">10</reflink>]). Without these essential skills, any issues associated with the quality or design of the microcredential experience is amplified for learners (Nguyen et al., [<reflink idref="bib33" id="ref14">33</reflink>]).</p> <p>Studies examining the factors that help learners succeed in microcredentials show that self-regulated-learning is a critical skill for learners to have (Albelbisi & Yusop, [<reflink idref="bib4" id="ref15">4</reflink>]; Gish-Lieberman et al., [<reflink idref="bib20" id="ref16">20</reflink>]). Without effective self-regulated learning skills, learners struggle in applying relevant strategies for learning in different delivery modalities such as online and face-to-face, or combinations of these (Abeysekera & Dawson, [<reflink idref="bib2" id="ref17">2</reflink>]; Ahsan et al., [<reflink idref="bib3" id="ref18">3</reflink>]). This is further amplified if the learner is unfamiliar with studying online, new to the subject matter, or the microcredential has not been designed to scaffold competency development and motivation (intrinsic and extrinsic) (Ahsan et al., [<reflink idref="bib3" id="ref19">3</reflink>]). The delivery of microcredentials in online or distance mode affords learners with increased flexibility of access and is particularly attractive for adult learners who are balancing work and family commitments (Kara et al., [<reflink idref="bib28" id="ref20">28</reflink>]). However, learners struggle with balancing study on top of work and family commitments unless they are motivated and self-regulated in their learning (Kara et al., [<reflink idref="bib28" id="ref21">28</reflink>]). Learners lacking motivation and struggling with their self-regulated learning strategies are likely to be dissatisfied with their learning experience and drop out (Turan et al., [<reflink idref="bib50" id="ref22">50</reflink>]).</p> <p>Few providers and studies have introduced an innovative approach to create microcredentials that motivate learners and build their self-regulation in online learning environments (Tamoliune et al., [<reflink idref="bib46" id="ref23">46</reflink>]). Prior research shows that learners need to be motivated to succeed in microcredentials (Ahsan et al., [<reflink idref="bib3" id="ref24">3</reflink>]) and little attention has been paid to the use of stories to intrinsically motivate learners, develop their self-regulated learning skills, and provide them with activities to apply their skills and knowledge in authentic contexts. To address this gap, the objective of this current study is to examine how a Learner Experience (LX) framework develops learners' self-regulated learning skills and intrinsically motivates them to apply their skills in complex work environments.</p> <hd id="AN0183485570-3">Literature review</hd> <p></p> <hd id="AN0183485570-4">Microcredential design challenges</hd> <p>Microcredentials can mean different things to different stakeholders and create confusion for employers, providers, and learners regarding their value, the quality of the learning experience, and the recognition of prior learning (Oliver, [<reflink idref="bib35" id="ref25">35</reflink>]). This confusion is further exacerbated by the inconsistent design of microcredentials, as they vary in how they are created, classified, delivered, and credentialed (Selvaratnam et al., [<reflink idref="bib41" id="ref26">41</reflink>]). Differing definitions contribute to the disorganised state of microcredentials (Brown et al., [<reflink idref="bib10" id="ref27">10</reflink>]). For example, in Oliver's ([<reflink idref="bib35" id="ref28">35</reflink>]) report on making microcredentials work for different stakeholders, they define microcredentials as "a certification of assessed learning that is less than a formal qualification" (Oliver, [<reflink idref="bib35" id="ref29">35</reflink>], p. 19) or as short courses or credentials that contribute to admission or credit towards a formal qualification. The European Union agrees that an international definition on microcredentials is needed, and describes microcredentials as small, targeted, flexible learning experiences that build knowledge, skills and competencies (Council of the European Union, [<reflink idref="bib14" id="ref30">14</reflink>]). This paper adopts the Australian National Microcredentials Framework (NMF) definition of microcredentials as a certification of assessed learning or competency with a minimal volume of learning of one hour and less than an AQF qualification (Department of Education, Skills and Employment, [<reflink idref="bib15" id="ref31">15</reflink>]). Assessing learning in microcredentials is important for several reasons. Assessment helps learners monitor their progress, promotes critical thinking, reasoning, reflection, and provides assurances that learners meet standards and learning objectives (Reed, [<reflink idref="bib37" id="ref32">37</reflink>]). Furthermore, assessment provides evidence that learners have the verified skills and competencies for the labour market; and aids in the recognition of prior learning for credit pathway purposes (Tamoliune et al., [<reflink idref="bib46" id="ref33">46</reflink>]).</p> <p>The design and delivery of microcredentials often fall outside traditional university processes and systems, and the skills-first development model contrasts with the conventional higher education landscape, leading to inconsistencies in approaches to competency-based learning and assessment (Selvaratnam & Sankey, [<reflink idref="bib40" id="ref34">40</reflink>]). While microcredentials offer potential for various applications in higher education whether as pathways to, integrated into, or complementary to the core curriculum the challenges of designing and delivering microcredentials that align with national qualification frameworks and standards are not well understood by learners, employers, and higher education providers (Varadarajan et al., [<reflink idref="bib51" id="ref35">51</reflink>]). Microcredentials can provide a sustainable form of continuous professional development for the workforce and be instrumental in meeting labour market needs (Varadarajan et al., [<reflink idref="bib51" id="ref36">51</reflink>]), and be a valuable mechanism to engage and foster lifelong learners through flexible pathways to further study. However, there remains a lack of trust in the consistency of the quality of microcredentials (Holon, [<reflink idref="bib24" id="ref37">24</reflink>]; Varadarajan et al., [<reflink idref="bib51" id="ref38">51</reflink>]) which limits the potential of workers to upskill and reskill throughout their careers (Joyce, [<reflink idref="bib27" id="ref39">27</reflink>]). Addressing these issues is complex and requires a focus on the learner experience and associated outcomes (Brown et al., [<reflink idref="bib11" id="ref40">11</reflink>]).</p> <hd id="AN0183485570-5">Importance of a LX approach to design</hd> <p>A focus on the learners and their learning experience is core to a holistic educational experience for lifelong learners (Desmarchelier & Cary, [<reflink idref="bib16" id="ref41">16</reflink>]) and one that can empower learners (Gray, [<reflink idref="bib21" id="ref42">21</reflink>]) of diverse backgrounds, schedules, goals, and levels of readiness (Schnepp & Rogers, [<reflink idref="bib38" id="ref43">38</reflink>]). As learners take microcredentials for their personal success, future employment, and enhanced career opportunities (Brown et al., [<reflink idref="bib10" id="ref44">10</reflink>]), a learner experience (LX) approach is needed. LX takes a human, and learner, centred approach to help the individual achieve their learning outcomes as it considers their expectations, emotions, and the context of their experience (Schnepp & Rogers, [<reflink idref="bib38" id="ref45">38</reflink>]). Taking a LX approach affords enhanced efficiency in the design, strengthens interactions between learners and facilitators, and supports iterative development using insights from cohort experiences (Schnepp & Rogers, [<reflink idref="bib38" id="ref46">38</reflink>]). Within the microcredential space, scant research exists on a LX approach to designing microcredentials, however such an approach is warranted as the design requires intentionality (Brown, [<reflink idref="bib8" id="ref47">8</reflink>]) and few studies introduce an innovative approach (Tamoliune et al., [<reflink idref="bib46" id="ref48">46</reflink>]).</p> <p>For learners to develop the intended skills, knowledge and competency of their current or future job, they need to apply significant effort and motivation (Zhang & West, [<reflink idref="bib56" id="ref49">56</reflink>]) and actively engage in lifelong learning as an independent learner (Tamoliune et al., [<reflink idref="bib46" id="ref50">46</reflink>]). From the perspective of learners,' their successful completion of microcredentials can be affected by their self-efficacy and motivation (Nguyen et al., [<reflink idref="bib33" id="ref51">33</reflink>]) and their self-regulated learning skills (Tamoliune et al., [<reflink idref="bib46" id="ref52">46</reflink>]). Self-regulated learning involves learners controlling their thoughts, actions and emotions (Zimmerman, [<reflink idref="bib57" id="ref53">57</reflink>]) and comprises their self-efficacy, or their confidence about their ability to successfully complete learning tasks (Bandura, [<reflink idref="bib5" id="ref54">5</reflink>]), and their intrinsic motivation (Schunk et al., [<reflink idref="bib39" id="ref55">39</reflink>]). When learners are intrinsically motivated to learn, their actions are driven by their enjoyment of the task and the alignment of the task to their personal goals (Greene, [<reflink idref="bib22" id="ref56">22</reflink>]). Although learners have reported struggles with microcredentials due to poor quality and confusing learning experiences, they also express a desire for clarity in understanding the learning requirements and evidence that their skills are improving (Ahsan et al., [<reflink idref="bib3" id="ref57">3</reflink>]). Learners have also reported that studying online requires them to be organised and self-motivated, however coming to this realisation can be confronting and decrease motivation (Ahsan et al., [<reflink idref="bib3" id="ref58">3</reflink>]). Designing microcredentials that motivate learners and build their self-regulated learning skills are critical for the successful completion of microcredentials (Ahsan et al., [<reflink idref="bib3" id="ref59">3</reflink>]; Tamoliune et al., [<reflink idref="bib46" id="ref60">46</reflink>]; Zhang & West, [<reflink idref="bib56" id="ref61">56</reflink>]). In other words, designing microcredentials that meet these needs requires an explicit learner experience focus.</p> <hd id="AN0183485570-6">Conceptual framework</hd> <p>The current study uses a novel conceptual learner experience framework called The Learning Wave. The Learning Wave builds on the concept of semantic waves (Maton, [<reflink idref="bib30" id="ref62">30</reflink>]) to enable learners to develop and apply knowledge in context specific activities as concepts increase in their complexity and application (Figure 1).</p> <p>PHOTO (COLOR): Figure 1. A visual overview of the Learning Wave LX framework.</p> <p>At the start of the learning experience (Figure 1), learners are new to the topic and concepts can appear to be abstract and complex to them (x-axis). As learners progress through the microcredential, they develop knowledge and skills and increasingly become confident to apply their skills in strategic ways (y-axis). At key points during the microcredential, there are reflection points for the learner to self-assess that they are ready to apply their knowledge and skills in challenges and problems. Across the microcredential there are learning moments associated with a learning activity or assessment (Figure 2).</p> <p>PHOTO (COLOR): Figure 2. Learning moments in the Learning Wave.</p> <p>As learners progress through their microcredential, their intrinsic motivation is enacted as learners enjoy the tasks, feel confident in their abilities and can apply their knowledge and skills in authentic contexts. In other words, develop their abilities as a self-regulated learner (Zimmerman, [<reflink idref="bib57" id="ref63">57</reflink>]) across three phases of knowledge, reflection, and challenge.</p> <hd id="AN0183485570-7">The knowledge phase of The Learning Wave</hd> <p>In the Learning Wave, the knowledge phase emphasises the critical role of building new knowledge based on existing information and learners' experiences (Vygotsky, [<reflink idref="bib53" id="ref64">53</reflink>]). Stories are used to create connections to influence, teach, and inspire, and immerse learners deeply (Storr, [<reflink idref="bib44" id="ref65">44</reflink>]). Within The Learning Wave, learners are informed about the skills they can expect to develop in the microcredential, the assessment and learning challenges, and the support they will receive from their peers and facilitators. This approach provides learners with clarity on what to expect in the course while enacting their motivation and self-regulated learning. Prior research has demonstrated a causal connection between knowledge construction and learner satisfaction when the learning experience is relatable to the learners' goals and adapts to their needs (Fernández et al., [<reflink idref="bib19" id="ref66">19</reflink>]; O'Donovan, [<reflink idref="bib34" id="ref67">34</reflink>]). As learners differ in their goals and the activities they enjoy (Zimmerman, [<reflink idref="bib57" id="ref68">57</reflink>]), the knowledge phase uses a series of Learning Moments, or activities aligned to the learning objectives and a continuous narrative across interconnected activities (Figure 3). Storytelling affects engagement, construction of knowledge and enjoyment of the learning experience (Murillo-Zamorano et al., [<reflink idref="bib32" id="ref69">32</reflink>]). Figure 3 shows how a series of Learning Moments build learners' knowledge which they apply in a microcredential on screening in the health sciences field. In this microcredential, learners are required to correctly apply relevant protocols and procedures to assess, interpret, and analyse patient results and information within specific scenarios.</p> <p>PHOTO (COLOR): Figure 3. A series of learning moments in the Learning Wave of a microcredential on screening in the health sciences field.</p> <hd id="AN0183485570-8">The reflection phase of The Learning Wave</hd> <p>In the Learning Wave, the reflection phase indicates a moment in the microcredential where learners pause to analyse and reflect on their knowledge and skills. By reflecting on their progress, learners identify areas of strength and improvement and develop a deeper understanding of their learning process and personal growth areas (Cavilla, [<reflink idref="bib12" id="ref70">12</reflink>]). This reflective process helps learners become more active participants in their learning, leading to improved critical thinking skills, knowledge development, and a more thoughtful pursuit of future actions (Zimmerman, [<reflink idref="bib57" id="ref71">57</reflink>]). While reflection has a learning benefit (Iniesto et al., [<reflink idref="bib25" id="ref72">25</reflink>]), it also benefits job performance. Known as the 'reflection effect,' learners who practice self-reflection perform better at work (Di Stefano et al., [<reflink idref="bib17" id="ref73">17</reflink>]). In the Learning Wave, the reflection phase is assessable and added to the learners' portfolio with the intention for learners to share their portfolio with their employer. This approach addresses gaps reported in prior research where learners and employers struggle to understand the effectiveness and value of microcredentials (Nguyen et al., [<reflink idref="bib33" id="ref74">33</reflink>]). Further, the approach helps reinforce credit pathways and enable learners to demonstrate relevant employability and transferable skills (Miller, [<reflink idref="bib31" id="ref75">31</reflink>]).</p> <hd id="AN0183485570-9">The challenge phase of The Learning Wave</hd> <p>Within the challenge phase of The Learning Wave, learners are presented with a series of challenge events which are authentic scenarios that learners apply their constructed knowledge and the skills they are developing. Each event increases in complexity and involves critical thinking, application of skills, choices with consequences, and opportunities for cooperation, collaboration, or competition (Chou, [<reflink idref="bib13" id="ref76">13</reflink>]). When learners are challenged their motivation increases (Hamari et al., [<reflink idref="bib23" id="ref77">23</reflink>]; Thibault & Hamari, [<reflink idref="bib48" id="ref78">48</reflink>]) and with the addition of educational storytelling, the challenges have work-relevant meaning and application (Tao et al., [<reflink idref="bib47" id="ref79">47</reflink>]). Real-world problems deepen learners' understanding and promote the application of their knowledge and skills in new situations (Trullàs et al., [<reflink idref="bib49" id="ref80">49</reflink>]). By integrating challenges within the story arc of the microcredential, learners make meaning of what they are learning and leverage their own experiences to further develop their critical views and skills (Wu & Chen, [<reflink idref="bib55" id="ref81">55</reflink>]). This approach benefits learners in several ways. For example, effective storytelling that increases in complexity and difficulty fosters learners' cognitive, conceptual, academic, technological, linguistic, ontological, and social skills (Wu & Chen, [<reflink idref="bib55" id="ref82">55</reflink>]). Wu and Chen ([<reflink idref="bib55" id="ref83">55</reflink>]) further report that educational storytelling positively impacts learners' critical thinking, interpretation and evaluation of information, and increases learners' social outcomes such as collaboration and teamwork. These are necessary skills for learners studying online and via distance mode, and are vital for lifelong learners (Brown et al., [<reflink idref="bib9" id="ref84">9</reflink>]; Nguyen et al., [<reflink idref="bib33" id="ref85">33</reflink>]; Tamoliune et al., [<reflink idref="bib46" id="ref86">46</reflink>]).</p> <hd id="AN0183485570-10">Research questions</hd> <p>Research on LX frameworks that emphasize skill development, self-regulation, and motivation is limited. Where research examines quality learning experiences in microcredentials, findings show that learners struggle with their self-regulation and development of transferable skills (Brown, [<reflink idref="bib8" id="ref87">8</reflink>]; Wheelahan & Moodie, [<reflink idref="bib54" id="ref88">54</reflink>]) and innovative approaches are necessary to meet the needs of learners, employers and education providers (Brown, [<reflink idref="bib8" id="ref89">8</reflink>]). To respond to the objective of examining how a Learner Experience (LX) framework develops learners' self-regulated learning skills and intrinsically motivates them to apply their skills in complex work environments, the current study was guided by the following research questions:</p> <p>RQ1: What learning experiences motivate learners in a microcredential?</p> <p>RQ2: What learning experiences develop learners' knowledge, facilitate reflection, and enable them to apply their skills in the workplace?</p> <hd id="AN0183485570-11">Methods</hd> <p>The current study uses a primarily qualitative research design complemented by survey research in the broader field of educational sciences and was conducted in an Australian university between February and July 2024. Learners were enrolled in two microcredentials, each with a volume of learning of 300 hours and in the fields of health science. The microcredentials were designed for asynchronous delivery to provide greater learner flexibility, and included four optional synchronous sessions that were designed to provide learner support as learners were completing their portfolio. Learners were invited to participate in a survey at the commencement and again at the completion of their respective microcredential; and invited to participate in interviews with researchers as learners were studying their microcredential. The study had ethics approval HREC number H15743.</p> <hd id="AN0183485570-12">Participants</hd> <p>The microcredentials were marketed to potential learners via social media, banners on the university website, and direct emails to health science associations, networks and local health departments. A total of 66 learners were enrolled in the microcredentials. Of these learners, 73% were female, and 27% were male. Most participants were older than 30 years (86%) and 74% were employed in a profession associated with health science. The majority of participants had an undergraduate qualification (87%) and 7% held a doctoral level qualification.</p> <hd id="AN0183485570-13">Data collection</hd> <p>Learners were invited to complete an entry survey at the commencement of their microcredential. An announcement about the entry survey with a QR code linking to the survey was placed in the learning management system that was used to deliver the microcredentials. The survey asked learners demographic questions, their perception of skill level, and their expectations and motivations for studying a microcredential. The questions used a 5-point Likert scale of not at all through to completely. A total of 15 participants responded to the commencement survey. Of these participants, 73% were female and 27% were male.</p> <p>At the completion of the microcredential, learners were invited to participate in another survey. An announcement in the learning management system with a QR code link to the survey was used to recruit participants. Four responses were received for the exit survey and this data is not included in the study analysis due to the small response rate. The low response rate suggests that timing for the delivery of a completion survey affects response rates and next time the researchers would place the survey before the final portfolio submission date.</p> <p>Learners were invited to participate in an interview with the researchers about their experience in the microcredential. An announcement was placed in the learning management system with a link to the participant information sheet and consent form, and a link to an online form asking learners to provide their contact details and their preferences for an interview date and time. Ten learners participated in the interview. Of the participants, 7 were female, and 3 were male. Interviews were semi-structured, conducted via Zoom and used the Self-Regulated Learning Interview Schedule (SRLIS) developed by Zimmerman and Pons ([<reflink idref="bib59" id="ref90">59</reflink>]) to explore learners' perceptions of how their knowledge and skills are being developed and applied during the microcredential. The SRLIS has been validated as an effective instrument for accurately classifying students as either high or low self-regulated learners (Zimmerman & Pons, [<reflink idref="bib59" id="ref91">59</reflink>]) and aligns with our research objectives to examine what learning activities motivate learners and enable them to apply their skills in work complex environments. The SRLIS instrument was considered an appropriate choice as it is grounded in self-regulated learning theory and enables exploration of learners' perceptions about their learning (Zimmerman, [<reflink idref="bib58" id="ref92">58</reflink>]).</p> <hd id="AN0183485570-14">Data analysis</hd> <p>For the commencement survey data, descriptive statistical analysis was conducted using Tableau version 2024. Tableau is an effective tool for collecting, cleaning and analysing data (Akhtar et al., [<reflink idref="bib1" id="ref93">1</reflink>]; Srungaram, [<reflink idref="bib43" id="ref94">43</reflink>]) and is an effective tool to connect and process relational data sources to show patterns observed in the data (Batt et al., [<reflink idref="bib6" id="ref95">6</reflink>]).</p> <p>Interviews were conducted via Zoom and recorded for transcription purposes. Interview data was reviewed and coded using NVivo 12 by two researchers. Learners gave permission to record the interview and for their responses to be anonymised for analysis. Interview data was analysed using adaptive theory, integrating grounded theory principles with self-regulated learning theory (Layder, [<reflink idref="bib29" id="ref96">29</reflink>]). This approach is used in social science research as it allows for a structured examination of the data through the lens of self-regulated learning (deductive), while remaining flexible to accommodate emerging themes and patterns (inductive) (Bingham, [<reflink idref="bib7" id="ref97">7</reflink>]). Two researchers analysed the interview data in NVivo 12.</p> <hd id="AN0183485570-15">Results</hd> <p></p> <hd id="AN0183485570-16">Motivating learning experiences</hd> <p>In response to RQ1, participants reported that they enjoyed and were motivated by studying a microcredential where they developed their knowledge and skills of their profession (RQ1). For example, Participant 2 reported <emph>"I liked how it was postgrad. I like that it is applied. So the information, research, and the learnings, and so on, and the tasks are very hands-on and applied."</emph> Another learner reflected on the benefit of the microcredential in filling a knowledge and skill gap for them:</p> <p>I had previous experiences and I didn't get proper training, so I thought this would be fantastic to fill in the gaps that I needed for me. That's mainly why I did it. And I'm glad I did, because I finally tried it, and it just kind of put all the pieces together for me. (Participant 3)</p> <p>Findings from the commencement survey (Table 1) indicate that 73% of learners intended to complete the microcredential to upskill and further their career in their current industry. Such is the perceived value of a relevant microcredential to their goals, learners reported that had the microcredential not been available, 47% would not have undertaken any other study or training. These findings are contextualised within the cohort of 74% of learners have been in their profession for more than five years (Table 2).</p> <p>Table 1. Learners' motivation to study a microcredential.</p> <p> <ephtml> <table><thead><tr><td>Survey Items</td><td>Frequency (<italic>N</italic> = 15)</td></tr></thead><tbody valign="top"><tr><td><italic>Motivation to study a microcredential</italic></td><td /></tr><tr><td>I want to increase my skills and knowledge to further my career in my current industry</td><td char=".">11</td></tr><tr><td>I want to develop new skills to transition to a different industry</td><td char=".">2</td></tr><tr><td>I intend to use this course as a pathway into another course</td><td char=".">1</td></tr><tr><td>I would like to trial further education</td><td char=".">1</td></tr><tr><td><italic>If the microcredential was not available, I would have...</italic></td><td /></tr><tr><td>Not taken further study or training</td><td char=".">7</td></tr><tr><td>Taken further study or training</td><td char=".">3</td></tr><tr><td>Taken a different microcredential</td><td char=".">2</td></tr><tr><td>Taken self-directed personal development</td><td char=".">2</td></tr><tr><td>Other</td><td char=".">1</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Learners' employment status and satisfaction with their microcredential.</p> <p> <ephtml> <table><thead><tr><td>Survey items</td><td>Frequency (<italic>N</italic> = 15)</td></tr></thead><tbody valign="top"><tr><td><italic>Employment status</italic></td><td /></tr><tr><td>Employed in industry related to microcredential</td><td char=".">7</td></tr><tr><td>Employed in industry not related to microcredential</td><td char=".">5</td></tr><tr><td>Seeking employment</td><td char=".">2</td></tr><tr><td>Not seeking employment</td><td char=".">1</td></tr><tr><td><italic>Employment experience in current field</italic></td><td /></tr><tr><td>Less than 2 years experience</td><td char=".">1</td></tr><tr><td>Between 3 and 5 years of experience</td><td char=".">1</td></tr><tr><td>Between 5 and 9 years of experience</td><td char=".">4</td></tr><tr><td>More than 10 years of experience</td><td char=".">7</td></tr><tr><td>Prefer not to say</td><td char=".">2</td></tr><tr><td><italic>I enjoyed the microcredential</italic></td><td /></tr><tr><td>Completely</td><td char=".">10</td></tr><tr><td>Significantly</td><td char=".">3</td></tr><tr><td>Moderately</td><td char=".">2</td></tr><tr><td>Slightly</td><td char=".">0</td></tr><tr><td>Not at all</td><td char=".">0</td></tr><tr><td>My skills improved as a result of the microcredential</td><td /></tr><tr><td>Completely</td><td char=".">9</td></tr><tr><td>Significantly</td><td char=".">3</td></tr><tr><td>Moderately</td><td char=".">2</td></tr><tr><td>Slightly</td><td char=".">1</td></tr><tr><td>Not at all</td><td char=".">0</td></tr><tr><td>I feel confident with the skills I am learning</td><td /></tr><tr><td>Completely</td><td char=".">8</td></tr><tr><td>Significantly</td><td char=".">4</td></tr><tr><td>Moderately</td><td char=".">2</td></tr><tr><td>Slightly</td><td char=".">1</td></tr><tr><td>Not at all</td><td char=".">0</td></tr></tbody></table> </ephtml> </p> <p>For the learning experiences that learners found motivating, participants reported a preference for collaborative group discussion with peers from different work contexts. For example:</p> <p>The group work was with people that we never knew before. We're all working from different places, but it forced us to have engaging conversations. And because we were to introduce ourselves at the beginning, I got a lot of comments because people were really surprised as my field is something that not many people think about. So that also triggered discussions. And I got some ideas for other things I can apply at work. (Participant 1)</p> <p>A similar experience was reported by another participant:</p> <p>We kept the conversation going by saying things like that's interesting, have you thought about this as well? There were 5 people in my group and we stayed the same throughout which was good because it meant that it built up a kind of working knowledge about each other as well. There was like building up of trust. (Participant 2)</p> <p>That the cohort was largely learners already working in health science, the discussions provided additional support to learners as shared by Participant 5: <emph>"There was a lot of discussion and I liked being able to ask questions."</emph></p> <hd id="AN0183485570-17">Learning experiences that facilitate reflection and enable learners to apply acquired skills...</hd> <p>In response to RQ2, learners reported that industry-relevant case studies enabled them to develop and apply their skills in the workplace. Participants reported that case studies were motivating as it challenged their thinking about how they would address similar problems in their workplace. For example, Participant 5 shared <emph>"workplace case studies were realistic and something I could immediately challenge myself to find answers to."</emph> This perspective was shared by Participant 1 who reported they found the case studies involving culturally and linguistically diverse populations valuable to their learning: <emph>"I work with diverse communities from a public health perspective, so I learned how to establish the kind of action, infection control, or initiative, and informed decision that I will make at work."</emph></p> <p>The findings also reveal that a peer community within the discipline of the microcredential helps learners connect their knowledge in different work contexts to their own. One participant reported that being in a peer community helped them overcome their initial fears of being remote and working full time and caring for a young family, and said:</p> <p>Everyone here is working full time, part time professionals and trying to learn at their own time and pace online and remotely. Maybe because we're a little bit more mature, I don't know it but it just generated crazy useful conversations. So how could you not get motivated with that richness of the conversation! (Participant 1)</p> <p>The findings indicate that microcredentials that are designed with clear relevance to the learners' industry, enable peer interaction and use challenging case studies develop learners' knowledge and skills. These findings suggest there is an impact for learners already working in a related field to the topic of the microcredential (Table 2). The findings further reinforce that the application of the LX framework increases motivation of learners and develops their knowledge and skills. In addition to being motivated, learners report a high level of satisfaction with their learning experience (93%), a significant upskilling (89%) and increased confidence levels to apply the skills they have developed (84%). These findings are contextualised with a completion rate of 62%.</p> <hd id="AN0183485570-18">Discussion</hd> <p>Prior research on microcredential design show that learners need the following attributes to succeed: self-regulated in their learning, have background relevant to the content (Phan et al., [<reflink idref="bib36" id="ref98">36</reflink>]; Shapiro et al., [<reflink idref="bib42" id="ref99">42</reflink>]), and possess the skills to effectively study online as a self-paced distance education experience (Brown et al., [<reflink idref="bib10" id="ref100">10</reflink>]). These attributes are affected if the learner is unfamiliar with studying online, new to the subject or if the microcredential does not motivate learners and scaffold the development of their knowledge and skills (Ahsan et al., [<reflink idref="bib3" id="ref101">3</reflink>]). Few studies have introduced an innovative approach to microcredential design that develops learners' self-regulated learning skills and intrinsically motivate them in their study (Tamoliune et al., [<reflink idref="bib46" id="ref102">46</reflink>]).</p> <p>To examine learners' self-regulated learning skills and their motivation, a novel learner experience framework called The Learning Wave was applied in the study. The Learning Wave comprises three phases of knowledge, reflection, and challenge that are applied in the design of the microcredential to support learner's self-regulation, motivate them to complete the microcredential, and apply their knowledge and skills in authentic contexts. These phases facilitate the development of knowledge and application of skills, which are important requirements for lifelong learners (Ahsan et al., [<reflink idref="bib3" id="ref103">3</reflink>]; Tamoliune et al., [<reflink idref="bib46" id="ref104">46</reflink>]; Zhang & West, [<reflink idref="bib56" id="ref105">56</reflink>]).</p> <p>The findings reveal that developing learners' foundational knowledge in the discipline fills gaps for learners which increased their motivation, similar to findings reported in other studies when content provided to learners is highly relevant to the workplace increases learner satisfaction and enjoyment (Fernández et al., [<reflink idref="bib19" id="ref106">19</reflink>]; O'Donovan, [<reflink idref="bib34" id="ref107">34</reflink>]). Filling knowledge gaps and applying skills within a work context motivates learners and suggests the study's microcredential learners were intrinsically motivated. As participants reflected on their learning progress and took steps to work collaboratively with peers and engage deeply in case studies, the findings suggest that the learners were self-regulated. Some of the participants also reflected that their learning during the microcredential immediately benefited their job performance which contributed to their motivation. Using a LX framework designed to intrinsically motivate learners and build their self-regulated learning skills and facilitated a completion rate of 62%, significantly higher than completion rates of 7% reported in other studies (van de Laar et al., [<reflink idref="bib52" id="ref108">52</reflink>]).</p> <p>The findings further reveal that peer interactions and conversations amongst a cohort of working professionals helps learners deepen their knowledge across their current field of expertise and into different professional contexts. Through peer discussion, learners build new knowledge based on existing information and learners' experiences (Vygotsky, [<reflink idref="bib53" id="ref109">53</reflink>]) and facilitates higher levels of satisfaction with the learning experience (Fernández et al., [<reflink idref="bib19" id="ref110">19</reflink>]; O'Donovan, [<reflink idref="bib34" id="ref111">34</reflink>]). As peer discussion involved reflection of the newly acquired knowledge and skills, learners experienced a dual benefit of deepening their knowledge (Iniesto et al., [<reflink idref="bib25" id="ref112">25</reflink>]) and improving their performance at work.</p> <p>Complementing the peer discussions and interactions between learners were industry-based case studies that involved reflection, critical thinking, application of skills, and collaboration. The case studies were designed to challenge learners and increased in complexity as learners progressed through the microcredential. Learners enjoyed the case studies which has a motivational effect (Hamari et al., [<reflink idref="bib23" id="ref113">23</reflink>]; Thibault & Hamari, [<reflink idref="bib48" id="ref114">48</reflink>]) and work-relevant meaning and application (Tao et al., [<reflink idref="bib47" id="ref115">47</reflink>]). The use of case studies supports learners' development of critical thinking and their ability to conceptualise and reconceptualise new knowledge within different contexts (Wu & Chen, [<reflink idref="bib55" id="ref116">55</reflink>]). As learners used the case studies within their peer discussions, there was an added benefit to the learning experience as learners were supporting each other and applying online and distance learning skills (Brown et al., [<reflink idref="bib9" id="ref117">9</reflink>]; Nguyen et al., [<reflink idref="bib33" id="ref118">33</reflink>]; Tamoliune et al., [<reflink idref="bib46" id="ref119">46</reflink>]).</p> <p>From a self-regulated learning perspective, the findings suggest that microcredential learners who are already working in the field relevant to the microcredential are motivated learners who take initiative to enrol in a relevant microcredential and who can connect theory to practice within their profession. The qualitative findings further suggest this cohort of learners are effective in self-reflection of their learning and enjoy challenging case studies that are relevant to their professional field. The impact the microcredential had on learners' experience and industry-relevant skills are seen through this learner insight: https://youtu.be/uhYBkW7MYGg and indicate that learners are self-regulated and motivated as a result of completing a microcredential that was designed with a LX approach.</p> <hd id="AN0183485570-19">Limitations</hd> <p>The Learning Wave is a novel framework, and the current study is based on ten interviewees and fifteen participants responding to a quantitative survey. Such small participant numbers affect the generalisability of findings reported in the paper. Participants in this study self-nominated to take part in an interview and it is possible that the participants were more motivated than their peers. Further, self-reported responses in a survey also can generate imprecise memories and further research could consider multimodal data collection to provide further insights into learners' experience in microcredentials. A larger and more diverse sample size of participants would help enhance the generalisability of the findings in other contexts.</p> <hd id="AN0183485570-20">Implications for practice</hd> <p>For designers of microcredentials, The Learning Wave offers an approach to the learning experience and enables flexibility in choosing the pedagogical activities that build learners' knowledge and skills relevant to the context and profession. Designers can apply the Learning Wave in online and distance modes as the framework supports learners' self-regulation, develops knowledge and enables the application of knowledge within workplace settings. Further, the use of the Learning Wave increases learner motivation as reported in this study.</p> <p>Participants in the current study reported that peer interactions increased their satisfaction, facilitated high levels of motivation, and enabled them to apply their knowledge in different work contexts. Higher education providers could consider using cohorts of learners rather than an enrolment pattern which is 'start-anytime' to enable learners to build trust amongst themselves, and develop knowledge of their peers' workplace contexts as they discuss case studies and solve problems together. Peer interactions helped reduce feelings of remoteness and facilitated a connection to a community of learners which is vital for successful online and distance learning.</p> <hd id="AN0183485570-21">Conclusion</hd> <p>Designing microcredentials that meet the needs of lifelong learners is a challenge to do well in the field of online, distance and flexible learning. The findings presented in the current study suggest that microcredential learners benefit from working together with peers in different workplace contexts, and that complex case studies enable learners to apply their knowledge and skills within their profession while they study. Few innovative frameworks are available to facilitate the design of learning experiences that intrinsically motivate learners and build the necessary skills they need for their profession and to be successful online learners. The conceptual learning experience framework used in the current study enables designers of microcredentials to create experiences that develop learners' knowledge, support reflection, and apply knowledge and skills via industry challenges and problems.</p> <hd id="AN0183485570-22">Ethics statement</hd> <p>This research had ethics approval from Western Sydney University.</p> <hd id="AN0183485570-23">Disclosure statement</hd> <p>The authors report there are no competing interests to declare.</p> <hd id="AN0183485570-24">Data availability statement</hd> <p>The participants of this study did not give written consent for their data to be shared publicly, so supporting data is not available.</p> <ref id="AN0183485570-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref93" type="bt">1</bibl> <bibtext> Akhtar, N., Tabassum, N., Perwej, A., & Perwej, Y. (2020). Data analytics and visualization using Tableau utilitarian for COVID-19 (Coronavirus). 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American Educational Research Journal, 45 (1), 166 – 183. https://doi.org/10.3102/0002831207312909</bibtext> </blist> <blist> <bibtext> Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23 (4), 614 – 628. https://doi.org/10.2307/1163093</bibtext> </blist> </ref> <aug> <p>By Lynnae Venaruzzo and Cherie Diaz</p> <p>Reported by Author; Author</p> <p></p> <p>Lynnae Venaruzzo is the Director, Postgraduate Transformation at Western Sydney University. Lynnae is leading the design and development of differentiated learning experiences using novel digital pedagogical frameworks and innovative technologies including extended reality (XR), rich media and artificial intelligence to reshape how digital learning is delivered and experienced. Lynnae's research interests focus on learning activities, environments, and technologies that facilitate deep learner engagement, intrinsically motivate learners, and develop their self-regulated learning abilities. Lynnae is a Senior Fellow of the Higher Education Academy, and an Executive member of ACODE, the peak Australasian council for technology-enabled learning.</p> <p>Cherie Diaz is the Executive Director, Education Innovation at Western Sydney University. Joining in 2022, Cherie heads up the Postgraduate Transformation project focused on developing highly differentiated, sector-leading microcredentials and programs, with curriculum co-created with industry and focused on the emerging up-skilling needs of the workforce. As part of this project, Cherie and her team are also pioneering technology-enabled learning within the University as well as externally through the establishment of an Australian Higher Education EdTech Innovation Network with EduGrowth. Cherie is a Non-Executive Director of MEGT (Australia) Ltd, and VET Advisor to the Future Skills Organisation. In 2020, Cherie co-authored the OpenCreds Microcredential Framework, designed for Australian lifelong learners, which has since been adopted by education providers in Malaysia, Singapore, South Africa, and the US.</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib18" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib54" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib33" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib45" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib51" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib36" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib42" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib20" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib50" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib46" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib35" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib41" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib14" firstref="ref30"></nolink> <nolink nlid="nl19" bibid="bib37" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib40" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib24" firstref="ref37"></nolink> <nolink nlid="nl22" bibid="bib27" firstref="ref39"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref41"></nolink> <nolink nlid="nl24" bibid="bib21" firstref="ref42"></nolink> <nolink nlid="nl25" bibid="bib38" firstref="ref43"></nolink> <nolink nlid="nl26" bibid="bib56" firstref="ref49"></nolink> <nolink nlid="nl27" bibid="bib57" firstref="ref53"></nolink> <nolink nlid="nl28" bibid="bib39" firstref="ref55"></nolink> <nolink nlid="nl29" bibid="bib22" firstref="ref56"></nolink> <nolink nlid="nl30" bibid="bib30" firstref="ref62"></nolink> <nolink nlid="nl31" bibid="bib53" firstref="ref64"></nolink> <nolink nlid="nl32" bibid="bib44" firstref="ref65"></nolink> <nolink nlid="nl33" bibid="bib19" firstref="ref66"></nolink> <nolink nlid="nl34" bibid="bib34" firstref="ref67"></nolink> <nolink nlid="nl35" bibid="bib32" firstref="ref69"></nolink> <nolink nlid="nl36" bibid="bib12" firstref="ref70"></nolink> <nolink nlid="nl37" bibid="bib25" firstref="ref72"></nolink> <nolink nlid="nl38" bibid="bib17" firstref="ref73"></nolink> <nolink nlid="nl39" bibid="bib31" firstref="ref75"></nolink> <nolink nlid="nl40" bibid="bib13" firstref="ref76"></nolink> <nolink nlid="nl41" bibid="bib23" firstref="ref77"></nolink> <nolink nlid="nl42" bibid="bib48" firstref="ref78"></nolink> <nolink nlid="nl43" bibid="bib47" firstref="ref79"></nolink> <nolink nlid="nl44" bibid="bib49" firstref="ref80"></nolink> <nolink nlid="nl45" bibid="bib55" firstref="ref81"></nolink> <nolink nlid="nl46" bibid="bib59" firstref="ref90"></nolink> <nolink nlid="nl47" bibid="bib58" firstref="ref92"></nolink> <nolink nlid="nl48" bibid="bib43" firstref="ref94"></nolink> <nolink nlid="nl49" bibid="bib29" firstref="ref96"></nolink> <nolink nlid="nl50" bibid="bib52" firstref="ref108"></nolink>
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  Data: A Learner Experience Framework for Microcredential Design and Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Lynnae+Venaruzzo%22">Lynnae Venaruzzo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4354-9485">0000-0003-4354-9485</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cherie+Diaz%22">Cherie Diaz</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1261-2759">0009-0007-1261-2759</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Distance+Education%22"><i>Distance Education</i></searchLink>. 2025 46(1):77-94.
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  Data: 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
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  Data: 18
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Microcredentials%22">Microcredentials</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intentional+Learning%22">Intentional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Sciences%22">Health Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Personnel%22">Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink>
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  Data: 10.1080/01587919.2024.2442018
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  Data: 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.
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  Data: 2025
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