Self-directed learning (SDL) is increasingly recognized as essential in modern education for
fostering lifelong learning and continuous professional development. Critiques of
conventional learning methodologies by scholars and students alike underscore the need for
pedagogical transformation. This pilot study investigates the effectiveness of Flipped MicroModules (FMM) in promoting SDL among postgraduate engineering students.
A pilot study with 13 postgraduate engineering students, predominantly international,
evaluated FMM's efficacy. Five micro-modules, progressively transitioning from familiar to
complex topics, facilitated acclimatization. Asynchronous components crafted using the
"Evolve" e-authoring tool, prioritized user-friendliness, active learning, and digital
accessibility. Synchronous components consisted of inquiry-based and peer learning
activities. The evaluation comprised three stages: initial surveying of SDL experiences,
feedback on the applicability of FMM for SDL, and analysis of student engagement through
learning analytics.
Results reveal a pronounced satisfaction among students with FMM, notably acknowledging
the efficacy of mini-lessons in facilitating SDL. Particularly noteworthy is the positive
feedback from a neurodivergent student, who found FMM favourable to self-paced learning
and meaningful engagement. Furthermore, the study shed light on FMM's impact on
academic performance and overall learning experiences, suggesting potential applicability in
undergraduate education, particularly for novice learners. Endorsement of FMM by
students, coupled with robust participation and attendance metrics gathered from learning
analytics, underscored its efficacy in fostering SDL. Challenges such as maintaining
motivation and managing time during SDL were identified, yet effectively mitigated by FMM.
Overall, the findings advocate for the integration of FMM as a promising strategy to promote
SDL.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)