Abstract:

Preparing life-long learning students to successfully manage their transitions within the changing labour market is a topic at heart for both education institutions as well as policy makers. Creation of sustained learnings effects within a short period of time still remains a problematic challenge. This challenge has been observed, especially in conjunction with online short-term learning courses. Research in the field of short-term learning experiences appears to be rare. However, the current state of research predominantly tends to favour the focus on technological means rather than pedagogy. Therefore, recognition of the potential value related to pedagogical-inspired learning strategies appears to be a shortcoming in this field of research. Conceptualizing how a successful learning strategy might look like, appears to be a surfacing and relevant research topic. By now, institutions of higher education, vocational training partners and Mass Open Online Courses already do deliver short term courses. However, questions arise what kind of teaching practises do provide sustainable learning effects. Knowledge consumption alone might not be enough to develop action-orientated competencies by itself. Therefore, it remains to be researched, to which extent short-team courses can help to develop sustainable competencies. Based on this competency-enabling perspective, the focus of this paper is shifted towards explanation of thoughtful mirco learning approaches. In contrast to dominant and relatively new technology-related conceptualizations, this paper deliberately favours established pedagogical and didactical concepts as part of the analytical investigation.

A case study series conducted at two institutions of higher education has tested a well-established learning taxonomy within the context of a short online learning courses. The mixed method approach captured both qualitative as well as quantitative results and observations. These case-specific findings inform the further discussion and conceptualization related to the topic micro learning and its interrelated pedagogical and didactical means.

Case study findings, both quantitative as well as qualitative, strongly indicate the high likelihood to create learning effects and learning outcomes based on a structurally designed process of learning. Furthermore, results unveiled a high level of conscious awareness and preparedness among students to apply the newly acquired knowledge within a professional work life situation after attending an online classroom teaching experience.

The case study concludes the beneficial perspective of micro learning among many other teaching approaches. The results also point to the important requirement to consciously design the micro learning process. This newly evident and confirmed focus on learning design choices opens up a new research perspective for a further discussion. It remains to be researched, whether instructional design- or learning design practices might be best suited to support the development of competencies, enabled by micro learning. The perspectives and suggestions related to further research activities will be added up within a concluding chapter.

Keywords:

Labour market transition, competencies, micro learning, life-long learning, pedagogy, didactics.