Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

Magdalena Zavodna; Michaela Mrazova; Jakub Poruba; Tomas Javorcik; Jan Guncaga; Tatiana Havlaskova; Daniel Tran; Katerina Kostolanyova

doi:10.34190/ecel.23.1.2590

Authors

Magdalena Zavodna University of Ostrava https://orcid.org/0009-0002-8510-4089
Michaela Mrazova University of Ostrava https://orcid.org/0009-0003-3802-9220
Jakub Poruba University of Ostrava
Tomas Javorcik University of Ostrava https://orcid.org/0000-0003-2050-8648
Jan Guncaga University of Ostrava https://orcid.org/0000-0002-7552-5472
Tatiana Havlaskova University of Ostrava https://orcid.org/0000-0001-6721-6517
Daniel Tran University of Ostrava
Katerina Kostolanyova University of Ostrava

DOI:

https://doi.org/10.34190/ecel.23.1.2590

Keywords:

Microlearning, lower secondary school, pupils, programming, experiment

Abstract

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

Author Biographies

Magdalena Zavodna, University of Ostrava

Magdalena Zavodna works and studies at the Department of Information and Communication Technologies at the University of Ostrava. Her dissertation focuses on incorporation of digital learning resources into a hybrid form of learning at lower secondary schools. She also teaches at the lower secondary school Frydlant nad Ostravici.

Michaela Mrazova, University of Ostrava

Michaela Mrazova a PhD student at University of Ostrava, her dissertation focuses on digital competences of librarians. She is employed at the National Library of the Czech Republic as an education methodologist, where she is involved in training and development projects for library staff.

Jakub Poruba, University of Ostrava

Jakub Poruba is a student in the doctoral program at the Department of Information and Communication Technologies at the University of Ostrava.

Tomas Javorcik, University of Ostrava

Tomas Javorcik works at the Department of Information and Communication Technologies at the Faculty of Education of the University of Ostrava. He teaches courses that focus on the use of ICT in the educational process. His research focuses on the use of Personal Learning Environment at various levels of education and the use of microlearning at universities.

Jan Guncaga, University of Ostrava

Jan Guncaga currently works at the Department of Science Education, Comenius University in Bratislava. Jan does research in Mathematics Education, Teaching Methods and Pedagogic Theory. He also supervises doctoral students at the University of Ostrava.

Tatiana Havlaskova, University of Ostrava

Tatiana Havlaskova works as an assistant professor at the Department of Information and Communication Technologies at the University of Ostrava. Her scientific activity is focused on the development of informatics and algorithmic thinking for kindergartens and primary schools, ICT didactics and teacher education in the field of digital competences.

Daniel Tran, University of Ostrava

Assistant professor at the Department of Information and Communication Technologies. Research focus on the integration of digital technologies into education, with particular emphasis on current trends in e-learning. Representative of the University of Ostrava in the NEOLAiA alliance on the issue of digital trends in education at European universities.

Katerina Kostolanyova, University of Ostrava

Katerina Kostolanyova works as Vice-Dean for Studies and Lifelong Learning and Head of the Department of Information and Communication Technologies at the University of Ostrava. She is also a supervisor of PhD students in the Information and Communication Technologies in Education programme.