The Effectiveness of Microlearning to Improve Students’ Learning Ability

Yıl 2018, Cilt: 3 Sayı: 3, 32 - 38, 16.04.2018

Gona Sirwan Mohammed Karzan Wakil Sarkhell Sirwan Nawroly

https://doi.org/10.24331/ijere.415824

Cited By: 45

Öz

One of the most important requirements for successful learning experiences is learning activity on a regular basis. The problem with today’s learning system is that the learners often get stuck while using traditional learning systems because they can’t motivate them to fast learning and make a creative mind. Successful learning requires getting knowledge on regular bases and keeping it memorable as long as possible. The problem with traditional learning methods is that the learner's mind glued in its state and it does not provide any motivation to them to get new knowledge and improve their skills. Microlearning provides a new teaching paradigm which can allow knowledge and information to divided into small chunks and deliver it to the learners. Microlearning can make the learning subjects easy to understand and memorable for a longer period. In this work, we tested microlearning teaching methods for ICT subject in the Primary school. We chose two groups from a Primary school in Sulaimani city. Then we teach the class using microlearning methods in one of them and traditional methods in the other for six weeks. After testing both groups getting the results, Microlearning group showed around 18% better learning than traditional group. We can conclude that using microlearning techniques, the effectiveness, and efficiency of learning can be improved. Also, the knowledge can stay memorable for longer periods.

Anahtar Kelimeler

Microlearning, Student Ability, Fast Learning, Student Knowledge

Kaynakça

• Baumgartner, P. (2013). Educational dimensions of microlearning–towards a taxonomy for microlearning. Designing Microlearning Experiences. Cates, S., Barron, D., & Ruddiman, P. (2017). MobiLearn go: mobile microlearning as an active, location-aware game. Paper presented at the Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. Edge, D., Fitchett, S., Whitney, M., & Landay, J. (2012). MemReflex: adaptive flashcards for mobile microlearning. Paper presented at the Proceedings of the 14th international conference on Human-computer interaction with mobile devices and services. Freeman, L. E. (2016). Microlearning, a video series: a sequence of videos exploring the definition, affordances, and history of microlearning. Gassler, G., Hug, T., & Glahn, C. (2004). Integrated Micro Learning–An outline of the basic method and first results. Interactive Computer Aided Learning, 4, 1-7. Gutierrez, K. (2015). Numbers Don’t Lie: Why Bite-Sized Learning is Better for Your Learners (and You too). Hug, T., & Friesen, N. (2007). Outline of a microlearning agenda. Didactics of Microlearning. Concepts, Discourses and Examples, 15-31. Ozdamlı, F., Kocakoyun, S., Sahin, T., & Akdag, S. (2016). Statistical reasoning of impact of infographics on education. Procedia Computer Science, 102, 370-377. Renard, L. (2017). Microlearning, a new way of teaching without losing attention. Wakil, K., Muhamad, D., Sardar, K., & Jalal, S. (2017). The Impact of Teaching ICT for Developing Education Systems. International Journal of Advanced Research (IJAR), 5(7), 873-879. doi:10.21474/IJAR01/4793 Wakil, K., Omer, S., & Omer, B. (2017). Impact of Computer Games on Students GPA. European Journal of Education Studies. doi:10.5281/zenodo.827400 Wakil, K., Qaisar, N., & Mohammed, C. (2017). ENRICHING CLASSROOMS WITH TECHNOLOGY IN THE BASIC SCHOOLS. European Journal of Open Education and E-learning Studies. doi:10.5281/zenodo.841925