Teaching with Video Assistance in Embedded Real-Time Operating System

Wang, Zhaohong; Meehan, Kathleen; Jiang, Guo Liang

doi:10.1109/fie.2018.8659305

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Instagram, Facebook, and WeChat) (Huang et al, 2019;Osaigbovo & Iwegim, 2018;Qi, 2017), web-based and e-learning platforms including MOOCs (Aarabi et al, 2016;Bothe et al, 2019;W. Liu, 2018;Lv et al, 2020;Miaomiao & Lili, 2015;Polasek & Javorcik, 2019a, 2019bSubramaniam & Muniandy, 2019;Wang et al, 2018;Zahirović Suhonjić et al, 2019), smartphone applications (Dingler et al, 2017;Edge et al, 2011Edge et al, , 2012Göschlberger, 2017;Kadhem, 2017;L. Liu et al, 2018; custom-developed platforms utilising web or alternative programming technologies (Correa et al, 2018;Hsu & Zhou, 2017;Matthews et al, 2014).…”

Section: Methods For Microlearning Designmentioning

confidence: 99%

Microlearning for improved student outcomes in higher education: A scoping review

Shatte¹,

Teague²

2020

Preprint

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This paper aims to synthesise the literature on technology-based microlearning in higher education. Six education, information technology, and interdisciplinary research databases were searched using key terms relating to technology-based microlearning in higher education. Articles were assessed by two reviewers, and data were extracted on the article’s microlearning features, supporting technologies, educational discipline, and outcomes for teaching and learning . Articles were then synthesised via narrative review. Forty papers focusing on the application of technology-based microlearning to higher education were identified. Three keys themes emerged, including: (i) methods for microlearning design and delivery; (ii) the impact of microlearning on objective student outcomes (e.g. academic performance and participation); and (iii) the impact of microlearning on subjective student outcomes (e.g. motivation to learn and user experience of using microlearning technologies). Overall, the application of microlearning to higher education has demonstrated a range of benefits for both objective and subjective student outcomes. With the majority of studies reporting on small-scale studies conducted across various disciplines, it is evident that there is significant room for further research on the application of technology-based microlearning to further understand the nuances of its application in higher education. Combined, the results of the current study collate the existing evidence on the benefits and limitations of microlearning in higher education, and can thus assist educational practitioners in incorporating microlearning content into their own teaching materials.

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