How Does Macrolearning Contribute to Self-Efficacy?
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| Title: | How Does Macrolearning Contribute to Self-Efficacy? |
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| Language: | English |
| Authors: | Albert Rof (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2025 69(2):288-300. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Business Education, Teaching Methods, Computer Assisted Instruction, Critical Thinking, Problem Solving, Metacognition, Learning Processes, Self Efficacy, Achievement Gains, Instructional Effectiveness, Curriculum Development, Flexible Progression, Mastery Learning, Affective Objectives, Cooperative Learning, Electronic Learning, Active Learning |
| DOI: | 10.1007/s11528-024-01034-0 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Microlearning is gaining ground in the higher education domain. Despite this trend, there is a lack of evidence of effectiveness when a large number of microlearning units are grouped to form a macrolearning programme. The purpose of this paper is to explore how and why a macrolearning affects students' self-efficacy. The originality of this paper is its in-depth analysis of an EdTech startup named MLMaster, which has built a portfolio of several business programmes, each consisting of over one hundred microlearning units, forming macrolearning programmes. The main contribution of this paper is to uncover critical insights into how self-efficacy is built in practice, driven by two main factors: participants' affective states, which are the positive feelings after taking part in the programme, and mastery experiences, which is the application of learning at work. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467525 |
| Database: | ERIC |
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| Abstract: | Microlearning is gaining ground in the higher education domain. Despite this trend, there is a lack of evidence of effectiveness when a large number of microlearning units are grouped to form a macrolearning programme. The purpose of this paper is to explore how and why a macrolearning affects students' self-efficacy. The originality of this paper is its in-depth analysis of an EdTech startup named MLMaster, which has built a portfolio of several business programmes, each consisting of over one hundred microlearning units, forming macrolearning programmes. The main contribution of this paper is to uncover critical insights into how self-efficacy is built in practice, driven by two main factors: participants' affective states, which are the positive feelings after taking part in the programme, and mastery experiences, which is the application of learning at work. |
|---|---|
| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-024-01034-0 |
