Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course
In higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These mic...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2024-01-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/27_1#h.ke2duhvdy5xy |
| _version_ | 1797370948787109888 |
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| author | Vanessa P. Dennen Ömer Arslan Jiyae Bong |
| author_facet | Vanessa P. Dennen Ömer Arslan Jiyae Bong |
| author_sort | Vanessa P. Dennen |
| collection | DOAJ |
| description | In higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These microlearning challenges were embedded in a higher education course to engage learners in brief, self-directed learning tasks that served as extensions of course content. The microlearning system in this case study, called “tech-flex challenges,” was optional and implemented across five sections of an educational technology course for preservice teachers at a public university in the United States. Findings show that students had favorable perceptions of the system, but low participation rates. Students who completed microlearning challenges enjoyed them and were more likely to engage for learning purposes than to earn a micro-credential. Instructors also viewed the challenges favorably, but suggested that they should be woven into the course as a mandatory element to foster greater attention and participation. |
| first_indexed | 2024-03-08T18:11:34Z |
| format | Article |
| id | doaj.art-8499ae1646bf4a4992291a169c4844a5 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-03-08T18:11:34Z |
| publishDate | 2024-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-8499ae1646bf4a4992291a169c4844a52024-01-01T04:17:16ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222024-01-0127116618210.30191/ETS.202401_27(1).SP04Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education courseVanessa P. Dennen0Ömer Arslan1Jiyae Bong2Florida State University, Tallahassee, FL, USAFlorida State University, Tallahassee, FL, USAUniversity of North Carolina at Charlotte, Charlotte, NC, USAIn higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These microlearning challenges were embedded in a higher education course to engage learners in brief, self-directed learning tasks that served as extensions of course content. The microlearning system in this case study, called “tech-flex challenges,” was optional and implemented across five sections of an educational technology course for preservice teachers at a public university in the United States. Findings show that students had favorable perceptions of the system, but low participation rates. Students who completed microlearning challenges enjoyed them and were more likely to engage for learning purposes than to earn a micro-credential. Instructors also viewed the challenges favorably, but suggested that they should be woven into the course as a mandatory element to foster greater attention and participation.https://www.j-ets.net/collection/published-issues/27_1#h.ke2duhvdy5xydigital badgehigher educationmicro-credentialmicrolearningself-directed learning |
| spellingShingle | Vanessa P. Dennen Ömer Arslan Jiyae Bong Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course Educational Technology & Society digital badge higher education micro-credential microlearning self-directed learning |
| title | Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course |
| title_full | Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course |
| title_fullStr | Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course |
| title_full_unstemmed | Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course |
| title_short | Optional embedded microlearning challenges: Promoting self-directed learning and extension in a higher education course |
| title_sort | optional embedded microlearning challenges promoting self directed learning and extension in a higher education course |
| topic | digital badge higher education micro-credential microlearning self-directed learning |
| url | https://www.j-ets.net/collection/published-issues/27_1#h.ke2duhvdy5xy |
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