Can microlearning strategy assist students’ online learning?

Rudi Susilana, Universitas Pendidikan Indonesia, Indonesia
Laksmi Dewi, Universitas Pendidikan Indonesia, Indonesia
Gema Rullyana, Universitas Pendidikan Indonesia, Indonesia
Angga Hadiapurwa, Universitas Pendidikan Indonesia, Indonesia
Nanda Khaerunnisa, Universitas Pendidikan Indonesia, Indonesia

 10.21831/cp.v41i2.43387

Abstract


The development of information and communication technology leads to the need for learning concepts and strategies following current conditions. In the higher education system, it is essential that educators must carefully consider the learning strategies of students' learning styles and cognitive loads. This study explores how microlearning strategies are applied to online learning to minimize students' cognitive load. It applies a qualitative approach by involving 45 students in the student mobility program who volunteered to participate in the research process. The data were collected through questionnaires, interviews, and document analysis of student learning outcomes. They were then validated by triangulation and analyzed by following an interactive data analysis model on applying microlearning strategies in online learning. The results showed that microlearning is an effective strategy to minimize students' cognitive load in online learning, including intrinsic, extraneous, and germane ones. The implementation of microlearning strategies in online learning eases students to understand the material; students are more flexible in learning because its strategy allows students to decide their readiness to learn. This strategy enables students to manage the unproductive cognitive load and stimulate the germane cognitive load. Hence, their learning outcomes fall into the nearly excellent category.

Keywords


microlearning; cognitive load; asynchronous learning.

Full Text:

PDF

References


Akyol, Z., and Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. https://doi.org/10.1111/j.1467-8535.2009.01029.x

Al Husaeni, D. N., and Hadianto, D. (2022). The influence of SPADA learning management system (LMS) on algorithm learning and programming of first grade students at Universitas Pendidikan Indonesia. Indonesian Journal of Multidiciplinary Research, 2(1), 203-212.

Ali, Z. (2015). A case study of tertiary students" experiences using Edmodo in language learning. International Journal of Language Education and Applied Linguistics, 02(2015), 39-48. https://doi.org/10.15282/ijleal.v2.462

Arciosa, R. M. (2022). Information Communication Technology (ICT)-based instructional software and its effectiveness in teaching high school geometry. Indonesian Journal of Teaching in Science, 2(1), 51-60.

Ariyanti S, N.D., and Maryanti, R. (2021). Developing the creativity of elementary school students in Cimahi, Indonesia through online learning media during the covid-19 pandemic. Indonesian Journal of Teaching in Science, 2(1), 7-16.

Azhar, F.M., and Maryanti, R. (2023). Response of junior high school students on online learning in suppressing the spread of COVID-19. ASEAN Journal of Educational Research and Technology, 2(1), 21-28

Azzahra, S., Maryanti, R., and Wulandary, V. (2022). Problems faced by elementary school students in the online learning process during the Covid-19 pandemic. Indonesian Journal of Multidiciplinary Research, 2(2), 245-256.

Babalola, E.O., Otunla, F.L., and Omolafe, E.V. (2023). Undergraduates’ level of acceptance and utilization of Moodle platform for learning during Covid-19 pandemic. Indonesian Journal of Multidiciplinary Research, 3(1), 31-40.

Baddeley, A. (2003). Working memory and language: an overview. Journal of Communication Disorders. 36(2003), 189 – 208. https://doi.org/10.1016/S0021-9924(03)00019-4

Borstorff, P. C., and Lowe, S. L. (2007). Student perceptions and opinions toward e-learning in the college environment. Academy of Educational Leadership Journal, 11(2), 13–30.

Broadbent, J., and Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007

Bruck, P. A., Motiwalla, L., and Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. Bled eConference, 25, 527-543.

Buchem, I., and Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, 21(7), 1-15.

Carpenter, S. K., Witherby, A. E., and Tauber, S. K. (2020). On students' (mis) judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition, 9(2), 137-151. https://doi.org/10.1016/j.jarmac.2019.12.009

Chaeruman, U. A. (2019). Merancang model blended learning designing blended learning model. Jurnal Teknodik, 17(4), 053-063. http://dx.doi.org/10.32550/teknodik.v17i4.577

Conway, A. R., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., and Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin and Review, 12(5), 769-786. https://doi.org/10.3758/BF03196772,

Daramola, F.O. (2023). Utilization of ICT resources for teaching among some selected lecturers in Colleges of Education in Kwara State. ASEAN Journal of Educational Research and Technology, 2(1), 1-10.

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105-134. https://doi.org/10.1007/s11251-009-9110-0

Dwiana, O., Muktiarni, M., and Mupita, J. (2022). Improved information literacy of elementary school students about living pharmacies through Information and Communication Media (ICT). ASEAN Journal of Science and Engineering Education, 2(3), 193-198

Ganesha, P., Nandiyanto, A.B.D. and Razon, B.C. (2021). Application of online learning during the covid-19 pandemic through zoom meeting at elementary school. Indonesian Journal of Teaching in Science, 1(1), 1-8

Giani, W. A., Safiya, D. A. S., and Damanik, B.R.A. (2022). Use of ice-breaking methods in increasing student concentration amid online learning during COVID-19 pandemic. ASEAN Journal of Community Service and Education, 1(1), 43-50

Giurgiu, L. (2017). Microlearning an evolving e-learning trend. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, 22(1), 18-23. https://doi.org/10.1515/bsaft-2017-0003

Hollender, N., Hofmann, C., Deneke, M., and Schmitz, B. (2010). Integrating cognitive load theory and concepts of human-computer interaction. Journal Computer in Human Behavior. 26(2010), 1278–1288. https://doi.org/10.1016/j.chb.2010.05.031.

Hoyek, N., Collet, C., Di Rienzo, F., De Almeida, M., and Guillot, A. (2014). Effectiveness of three‐dimensional digital animation in teaching human anatomy in an authentic classroom context. Anatomical Sciences Education, 7(6), 430-437. https://doi.org/10.1002/ase.1446

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55. https://doi.org/10.1111/j.1467-8535.2012.01306.x

Huang, X. and Hsiao, E. L. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15–30

Jadhav, P., Gaikwad, H., and Patil, K. S. (2022). Teaching and learning with technology: Effectiveness of ICT integration in schools. ASEAN Journal of Science Education, 1(1), 33-40

Khong, H. K., and Kabilan, M. K. (2020). A theoretical model of micro-learning for second language instruction. Computer Assisted Language Learning, 33, 1-24. https://doi.org/10.1080/09588221.2020.1818786

Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10. https://doi.org/10.1016/S0959-4752(01)00014-7

Lange, C. (2018). The relationship between system-provided learner control and maintained situational interest within e-learning courses. Interactive Technology and Smart Education, 15(3), 205-219. https://doi.org/10.1108/ITSE-12-2017-0062

Lange, C., and Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17, 1-18. https://doi.org/10.1186/s41239-020-00190-6

Ledesma, G. L., Lampedario, K. D., Pequierda, J. D., and Calixtro, V. L. (2021). Online learning and academic performance of bachelor of physical education students. Indonesian Journal of Educational Research and Technology, 1(3), 135-140.

Lee, Y., Choi, J., and Kim, T. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44(2), 328-337. https://doi.org/10.1111/j.1467-8535.2012.01306.x

Lenne, D., Abel, M. H., Trigano, P., and Leblanc, A. (2008). Self‐regulated learning in Technology Enhanced Learning Environments: an investigation with university students. Technology, Pedagogy, and Education, 17(3), 171-181. https://doi.org/10.1080/14759390802383751

Lin, H. S., Hong, Z. R., and Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers and Education, 59(2), 378–384. http://dx.doi.org/10.1016/j.compedu.2012.01.019

Maulidayani, T., Muktiarni, M., and Mupita, J. (2022). Strengthening the value of pancasila in elementary schools in online learning through whatsapp group media, Indonesian Journal of Multidiciplinary Research, 2(1), 117-124.

Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173. https://doi.org/10.1016/j.learninstruc.2013.04.003

Mokhtar, F. A. (2016). Rethinking conventional teaching in language learning and proposing Edmodo as intervention: A qualitative analysis. Malaysian Online Journal of Educational Technology, 4(2), 22-37.

Murphy, E., Rodríguez-Manzanares, M. A., and Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. http://dx.doi.org/10.1111/j.1467-8535.2010.01112.x

Nasution, A. R., and Nandiyanto, A. B. D. (2021). Utilization of the google meet and quiziz applications in the assistance and strengthening process of online learning during the Covid-19 pandemic. Indonesian Journal of Educational Research and Technology, 1(2), 31-34.

Nikou, S. A., and Economides, A. A. (2018). Mobile‐Based micro‐Learning and Assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269-278. https://doi.org/10.1111/jcal.12240

Rachmawati, R. (2019). Utilization and quality of information system for administration services based on ICT in Patehan, Kraton, Yogyakarta. Indonesian Journal of Science and Technology, 4(1), 55-63.

Sangsawang, T. (2020). An instructional design for online learning in vocational education according to a self-regulated learning framework for problem solving during the COVID-19 crisis. Indonesian Journal of Science and Technology, 5(2), 283-198.

Schnotz, W., and Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508. http://10.1007/s10648-007-9053-4

Shah. S., S. (2022). Teaching and learning with technology: Effectiveness of ICT integration in schools. Indonesian Journal of Educational Research and Technology, 2(2), 133-140.

Shahabadi, M. M., and Uplane, M. (2014). Learning styles and academic performance of synchronous E-learning students. Asian Journal of Research in Social Sciences and Humanities, 4(5), 148-161.

Suroto, S., and Nandiyanto, A. B. D. (2021). The effectiveness of using whatsapp social media as learning media at elementary school. Indonesian Journal of Multidiciplinary Research, 1(1), 79-84.

Sutanto, K.I.H., Muktiarni, M., and Mupita, J. (2022). Utilization of Youtube videos during online learning to increase literacy in english for middle school students. ASEAN Journal of Educational Research and Technology, 1(1), 47-52.

Sweller, J., Kirschner, P. A., and Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. https://doi.org/10.1080/00461520701263426

Van Merriënboer, J. J., and Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical Education, 44(1), 85-93. https://doi.org/10.1111/j.1365-2923.2009.03498.x




DOI: https://doi.org/10.21831/cp.v41i2.43387

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats