Integrating Microlearning Instructional Approach into an Introductory Data-management Course

Abstract

In this full research paper, we aim to enhance the instructional delivery of the CIT 21400 (Introduction to Data Management) course at IUPUI to improve students' learning experience and to engage students better as they learn and apply the foundational database concepts. Introductory programming courses such as database programming and design represent crucial milestones in IT education, as they reflect students' ability to solve problems and design appropriate solutions. But, for novice programmers learning SQL (Structured Query Language) programming and logical database design concepts is a challenging task because while writing SQL programs, students not only have to apply theoretical concepts such as syntax and semantics but also practical concepts such as problem-solving at the same time, which results in cognitive overload. Furthermore, the current university students are mobile-savvy, and their learning needs are immediate and interactive. They prefer autonomy, learning in a short period, and immediate application of the knowledge they acquired. Thus, to engage and motivate these students, a new instructional strategy that is cognizant of their learning needs is needed.1. What is the difference between students' performance while learning through microlearning instruction and recorded video lectures? 2. How do students perceive using microlearning instruction to learn introductory database concepts?The present study provides insightful findings on the claim that microlearning as an instructional method --can help students learn complex introductory programming concepts better. We found that students scored significantly higher in quizzes while using microlearning content compared to recorded class lectures; furthermore, we also found that participants preferred microlearning instruction compared to recorded video lectures to learn complex database programming concepts. This study also revealed various perceived benefits and associated challenges while using microlearning instruction. However, the results need further validation to provide guidelines to educators to use microlearning as a viable instructional approach for teaching introductory programming concepts.