Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Сен. 9, 2024
Язык: Английский
Education Sciences, Год журнала: 2025, Номер 15(3), С. 302 - 302
Опубликована: Фев. 27, 2025
This systematic review analyzed the role of microlearning in basic education, identifying most widely used Digital Information and Communication Technologies, relevant learning theories, social technologies from a Science, Technology, Society, Environment (STSE) perspective. Following PRISMA 2020, searches were conducted Web Scopus, ERIC, IEEE Xplore databases. Studies on selected based previously defined eligibility criteria. The process Rayyan involved deduplication, screening, full-text analysis. Data qualitatively using content analysis, methodological quality was assessed with CASP Downs Black. findings highlight that microlearning, integrated digital tools such as online platforms, mobile apps, short videos, significantly enhances student motivation, performance, interaction; modules facilitates knowledge retention connects concepts to real-life situations. Promising trends include gamification, which foster active, meaningful learning. Grounded theories like Self-Determination, Constructionism, Constructivism, personalizes teaching promotes engagement, critical thinking, accessibility, contributing inclusive sustainable education. From STSE perspective, enhance autonomy, interaction, ethical–environmental awareness. In Brazil, further research platforms gamified strategies is needed drive innovative educational practices.
Язык: Английский
Процитировано
1
The Journal of Academic Librarianship, Год журнала: 2025, Номер 51(3), С. 103038 - 103038
Опубликована: Март 12, 2025
Язык: Английский
Процитировано
0
Interactive Learning Environments, Год журнала: 2025, Номер unknown, С. 1 - 15
Опубликована: Март 20, 2025
Язык: Английский
Процитировано
0
Buildings, Год журнала: 2025, Номер 15(2), С. 165 - 165
Опубликована: Янв. 8, 2025
Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, delaying effective learning accessibility for students. Moreover, the extended duration (SL) structure reduce focus due to engagement multiple subjects simultaneously, increased stress, limited timely feedback assessment. This study evaluates Online Real-Time Block Model (ORT-BM), an intensive online model, highlighting its potential enhance engagement, satisfaction, inclusivity in project-based programs like construction higher education. Building surveying as a critical field is selected case since professional surveyors must stay current rapidly evolving building codes, regulations, sustainability practices. However, rigid IP-SL leaves graduates less prepared meet industry needs. Conducting comparative analysis study, Bachelor Surveying program (NBBS) at Victoria University, research compares three teaching models: (2016–2018), (IP-BM, 2019–2020), ORT-BM (2020–2023) using Student Evaluation Units (SEU) data Quality Indicators Learning Teaching (QILT) metrics. Findings, derived from SEU QILT, reveal that improves student accelerates course completion rates, fosters gender equity through inclusive environments while enhancing geographically dispersed disadvantaged By integrating advanced digital tools virtual site visits, enhances readiness, aligning education standards. Future may explore developing hybrid models optimize cognitive load further, improve accessibility, flexibility.
Язык: Английский
Процитировано
0
International Journal of Training and Development, Год журнала: 2025, Номер unknown
Опубликована: Фев. 11, 2025
ABSTRACT There have been calls for society to embrace lower‐carbon production and consumption practices address the growing environmental concerns, which include pollution, biodiversity loss, deterioration. This call is also linked achievement of United Nations sustainable development goals (SDGs) need countries create a that seeks preserve health well‐being current future generations. However, global transition low‐carbon economy inclusive, equitable, socially responsible can be achieved through contributions individuals who are equipped with green skills support SDGs. Using qualitative research approach content analysis (QCA), study examined how microlearning could serve as strong instructional tool promote among ecosystem. The findings show microlearning, characterised by technology‐mediated processes, multi‐facilitation approaches, bite‐sized pieces information, effectively adequately used across businesses substantially reduce concludes arguing leveraging important features such brevity learning experiences, clarity content, easy accessibility resources, ability trainees combine their work schedules training programme, many will contribute
Язык: Английский
Процитировано
0
European Journal of Education, Год журнала: 2025, Номер 60(2)
Опубликована: Апрель 10, 2025
ABSTRACT The study examines the effectiveness of microlearning in developing capacity to address climate change and adapt environmental challenges. Conducted as an online field experiment with 140 participants, focused on impacts smartphone use illustrative learning domain for education change‐related areas. Using a pre–post research design simultaneous equation models, found improvements knowledge retention, median increase 38%. results indicated that brief units also promoted sustainability action competencies, such confidence one's influence willingness act sustainably. This suggests higher‐order processes were triggered, although much lesser extent. Furthermore, learner satisfaction was identified mediating variable these positive outcomes. concludes short bursts delivered through activities can be used alongside traditional training methods build critical skills needed initiatives EU Green Deal.
Язык: Английский
Процитировано
0
Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Сен. 9, 2024
Язык: Английский
Процитировано
2