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Designing Evidence-Informed Microlearning for Graduate-Level Online Courses.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Designing Evidence-Informed Microlearning for Graduate-Level Online Courses./
Author:	Sachdeva, Nidhi.
Description:	1 online resource (347 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379763763

Designing Evidence-Informed Microlearning for Graduate-Level Online Courses.
Sachdeva, Nidhi.

Designing Evidence-Informed Microlearning for Graduate-Level Online Courses. - 1 online resource (347 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Microlearning is a buzzword in eLearning, referring to learning content that is delivered in short bursts or small bites. With no universally accepted definition, it means different things to different people, which further adds to its nebulous nature. This thesis study uses learning theory principles in a graduate education context to explore how students see the benefits or issues with microlearning activities integrated into an online course. Despite its popularity, much is still unknown and unclear about its educational potential especially within the context of formal higher education and how it can be integrated within university-level online courses. By means of a design-based study spanning across three iterations, I explored the role of microlearning in a graduate-level online course from a course design perspective. I achieved this by developing a model called midweek microlesson, under which graduate students enrolled in an online course in Education at a Canadian university were exposed to microlessons on a weekly basis. These microlessons were carefully designed based on theories and evidence-informed practices within the science of learning. The model intended to: a) offer students opportunities for distributed practice; and b) further augment and enrich students' understanding of the course's weekly theme. Qualitative and quantitative data was collected and analyzed to understand students' interaction and experience with the microlessons. The main purpose of this exploratory study is to understand how a specific form of microlearning (i.e., microlessons) can be integrated within a graduate-level online course with the goal to enhance learners' interaction with the content. Thematic analysis of student commentary led to the emergence of six design themes: content, purpose, timing, length & structure, format and interactivity. I discuss these in light of cognitive learning theories and what they mean for practice. Overall, this study is an attempt to lay a foundation to explore potential educational affordances of microlearning within graduate-level online courses. The study also raises awareness about the lack of theory in current discussions surrounding microlearning and presents an example of exploring and integrating microlearning in course design. Limitations of the study and areas for future exploration are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379763763Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Cognitive scienceIndex Terms--Genre/Form:

554714
Electronic books.

Designing Evidence-Informed Microlearning for Graduate-Level Online Courses.
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