DIDACTICAL ISSUES IN THE CONCEPTION OF MICRO LEARNING IN ENTERPRISES

The ongoing digitalization leads to changed job profiles and job structures. As a result, work tasks for employees become more complex and therefore more demanding. Nevertheless, the digitalization offers enterprises new potentials for training and learning. New learning concepts arise, which are also demanded by employees. Especially, e-learning formats like micro learning are in the point of interest. Small learning units can be used to satisfy the employees’ demand for individual and situation-specific support. Thus, the employees receive the information in their moment of need, for example at their workplace or on site at the customer premises. However, in the context of enterprise training, prior research on micro learning figured out that the didactical design of micro content is one of the major aspects for its successful implementation. At the same time, this aspect is the most challenging part of enterprise education.

Therefore, the main goal of this paper is to elaborate which didactical issues need to be considered during the conception of micro learning in enterprise training. We approach the subject from two perspectives. First, we examine relevant didactic factors that influence the acceptance of mobile micro learning applications in companies. In this context, we show results from two field studies with seven enterprises, which emphasize the importance of a meaningful didactic design for the concept of micro learning and its influence to the acceptance of mobile micro learning applications. The results show that the quality of content and its presentation can influence the perceived usefulness and the perceived ease of use and should therefore be observed when designing micro contents. Second, we conduct a structured literature review with the aim to identify relevant publications in this research stream and in particular enlighten main didactical issues, which should be taken into consideration in the conception of micro learning units (e. g. structuring and multimedia preparation of learning content). At the end, we will bring together both approaches by discussing and comparing central findings from both.

The results of this paper illustrate practitioners the meaning of the didactical design in the implementation of micro learning into enterprise training by showing relevant issues during the didactical process of conception. Furthermore, identified research gaps offer a basis for further research.