Abstract:

The advancement of technologies today have resulted in devices such as mobile phones, tablets and laptops permeating many aspects of our lives, especially in education. Combined with powerful internet connectivity and web-based platforms, education today is evolving rapidly and innovatively. This is very much to the advantage of learners, as students now have full accessibility to explore learning resources independently and efficiently. Research has also shown that emerging technologies and their innovative uses have been successful in improving the education process. These have been shown to afford learners more opportunities to access the learning content any time and any place. However, this environment lacks proper guidelines to assist students throughout the learning environment. Research has shown several educational issues with current learning environments, such as: 1) students were found to be seeking irrelevant information during class times, resulting in the lack of focus and low retention rates, 2) the learning content was typically taught at length, which subsequently results in a drop in attention and retention levels among students, and 3) learners were becoming very distracted when browsing the internet, and thus, not paying attention to their learning materials. Thus, there is major concern on how to effectively maintain students’ attention and engagement with, and retention of, the learning content, as well as to deliver content that is relevant and meaningful to them while harnessing the power of mobile technologies.

Currently, microlearning is gaining a distinctive place in mobile learning environments as an effective delivery of content. Through microlearning and with the rapid advancement of mobile technology, content can be delivered online, in small, bite-sized chunks, anytime, anyplace and on any device. Hug (2005) presented a framework for microlearning with seven dimensions that can be used to develop effective microlearning content. This framework has been shown to be effective in developing proper microlearning contexts and platforms. In this research, a microlearning environment was developed using Hug’s (2005) dimensions of microlearning using design courses in the faculty at the University. In this interactive microlearning environment, course content was reconstructed into small, bite-sized, media-rich modules, called mPatches, and incorporated Hug’s (2005) microlearning dimensions in their design. They were also mapped to Gagne’s (1985) Nine Events of Instruction, as the theoretical framework to support the learning environment.

A mixed method research design was used and data were triangulated using pre- and post tests, Likert-based survey questionnaires and student comments. Undergraduate students participated in the study. Sample-T test results on the pre- and post tests showed that the student learning was improved and statistically significant. Survey questionnaire results showed positive responses towards this microlearning environment and the use of Gagne’s Nine Events as an effective instructional strategy. Student comments also showed strong support for this microlearning environment. A conceptual framework is presented for educators to create microlearning environments in technology-supported learning spaces.

Keywords:

Microlearning, Malaysia, Gagne, Hug, mPatches, technology-based learning.