Ranathunga, A. orcid.org/0000-0001-8746-5326 (2024) Cultivating Lifelong Learning: Empowering Engineering Education with Self-Directed Microlearning Strategies. In: The 7th International Conference on Advanced Research in Education, 07-09 Jun 2024, Cambridge, United Kingdom.
Abstract
Self-directed learning has emerged as an important tool for engineering students to foster lifelong learning. To facilitate this, various asynchronous online learning materials are provided via a Learning Management System (LMS). However, the engagement of students, particularly postgraduate students from international backgrounds with limited self-directed learning experience, remains a challenge. To address this issue, a shift in the instructional approach was necessary and the integration of microlearning as a transformative approach emerged as a promising solution. Leveraging Microsoft Sway and Edpuzzle interactive videos, coupled with the BOPPPS framework, the study meticulously constructs self-directed learning activities that can be completed within a concise 30-minute window.
The enhancement of student engagement during the microlearning self-directed activities was achieved through the integration of several strategic approaches. The incorporation of real-world applications, case studies, and current affairs bridges the gap between theoretical content and practical relevance, while knowledge check questions gauge engagement and understanding. The synchronization of pre- and post-assessment tasks within each lesson contributed to a cohesive learning experience. Furthermore, gamification strategies combined with exploratory questions inspired learners to become engaged. The outcome is a remarkable 94% increase in student participation, validated by their positive feedback affirming the alignment of activities with their learning goals.
Nevertheless, integrating microlearning while ensuring consistent quality delivery across various microlearning activities is challenging. Because content fragmentation and contextual shortcomings may impede in-depth comprehension. To overcome these hurdles, contextualization, and scaffolding techniques, such as chunking, sequencing, and guided practice, are proposed. Furthermore, meticulous planning, assessment integration, and performance support mechanisms, including interactive simulations, quick reference guides and SCORM tools (ex: Evolve), offer comprehensive solutions for incorporating microlearning effectively across broader teaching practices to empower lifelong learning.
Metadata
Item Type: | Conference or Workshop Item |
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Authors/Creators: |
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Keywords: | Asynchronous learning; BOPPPS framework; E-learning; International postgraduate students; Student engagement |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Civil Engineering (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 Aug 2024 08:40 |
Last Modified: | 12 Aug 2024 09:07 |
Published Version: | https://www.dpublication.com/abstract-of-7th-educa... |
Status: | Published |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:215927 |