Microlearning through the Lens of Gagne’s Nine Events of Instruction: A Qualitative Study

McNeill, Laura; Fitch, Donna K.

doi:10.1007/s11528-022-00805-x

Cited by 20 publications

(5 citation statements)

References 11 publications

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“…For the implementation and the codebook of Gagne's Nine Events of Instruction, (Rahim et al, 2020) and(McNeill &Fitch, 2023) The application of Gagne's Nine Events of Instruction has benefits and drawbacks. Gagne's Nine Events of Instruction are systematic and simple to apply into teaching and learning process.…”

Section: Table 2 Instructional Events and Cognitive Processmentioning

confidence: 99%

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

Yulinda,

Yundayani,

Juhana

2024

lectura

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This research is a qualitative study that aims to describe students' perspectives on the implementation of Gagne's Nine Events of Instruction in the process of project-based collaborative learning in English subject at one of the high schools in Batam. The informants of this study were 132 students from three classes of grade XI. The data collection methods used were questionnaires and interviews with 6 students randomly selected based on their academic performance from the same classes. The data were analyzed using thematic analysis. The result of this study showed that the students responded positively to the implementation of Gagne's Nine Events of Instructions in project-based collaborative learning in the learning process. Gagne's framework has been successful in improving students' understanding, fostering, and becoming a platform for creativity development, and creating a pleasant learning atmosphere for teachers and students. They also agreed that Gagne's Nine Events of Instructions in project-based collaborative learning has an impact on building students' positive character personally and socially.

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Section: Table 2 Instructional Events and Cognitive Processmentioning

confidence: 99%

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

Yulinda,

Yundayani,

Juhana

2024

lectura

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“…In a previous study that applied Gagné's class situation, it was said that a wide range of learning activities could be achieved by understanding the concept of learning content for application [34,35]. Moreover, through this process, learners can utilize the learned content at a higher level, leading to an increase in transfer [34][35][36]. This study also helped organize practical training by describing specific questions, related materials, expected learner responses, and time required based on Gagné's nine instructional events.…”

Section: Development Of Nursing Education Using M-learningmentioning

confidence: 99%

Development and Evaluation of Nursing Clinical Practice Education Using M-Learning

Kim,

2024

Healthcare

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This study aims to develop and evaluate the effectiveness of nursing practice education using mobile learning or m-learning for nursing students. A nonequivalent control group post-test design was used. Overall, 42 nursing students participated in the study. A three-week nursing practice education program was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The course was implemented on the basis of Gagne’s nine instructional situations. The findings demonstrated improvements in clinical competency (t = 7.44, p < 0.001) and problem solving (t = 2.29, p = 0.028). Accordingly, the study recommends introducing m-learning in nursing practice education using tablet PCs, as part of a newer nursing practicum training strategy that takes into account the factors identified in this study. It is also suggested that a continuous m-learning approach and development plan for nursing students be prepared to achieve technically advanced nursing practice education.

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“…The implementation of GNEI in synchronous virtual classrooms has been shown to improve several aspects of teaching and learning. Studies have shown that the integration of GNEI into synchronous virtual classrooms increased cognitive processing, student engagement, and overall instructional effectiveness (McNeill & Fitch, 2022). The model's comprehensive framework and adaptability have made it valuable in designing and delivering effective instruction in virtual educational environments.…”

Section: Gagné's Nine Events Of Instructionmentioning

confidence: 99%

Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms

Cilligol Karabey,

Karaman

2024

IRRODL

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This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné’s nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.

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Microlearning through the Lens of Gagne’s Nine Events of Instruction: A Qualitative Study

Cited by 20 publications

References 11 publications

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

Development and Evaluation of Nursing Clinical Practice Education Using M-Learning

Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms

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