This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.
本研究旨在评估微课在高等教育中的有效性。样本由 MBA 一年级学生组成，采用后测对照组设计来评估微课模块的有效性。结果表明，微课的使用与学习成绩和学员对模块的反应有明显关系。此外，微课组的得分明显高于对照组。研究结果表明，微课具有改善学习效果和提高参与者参与度的潜力。不过，这项研究也存在一定的局限性，需要在今后开展研究，以全面了解微课模块的最佳设计和交付方式。本研究支持在高等教育中使用微课作为一种有效的教学策略。
{"title":"Microlearning and Learning Performance in Higher Education: A Post-Test Control Group Study","authors":"Balasundaram Sathiyaseelan, Jain Mathew, S. Nair","doi":"10.56059/jl4d.v11i1.752","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.752","url":null,"abstract":"This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140387057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1125
Joseph Lobo, Francisco Gabriel Prevandos, J. C. Tanucan, Edi Setiawan
Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students’ acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university’s educational system, even in the New Normal.
{"title":"Is Video-Conferencing Helpful for Physical Education Classes in the New Normal? A PLS-SEM Analysis Adopting the Technology Acceptance Model","authors":"Joseph Lobo, Francisco Gabriel Prevandos, J. C. Tanucan, Edi Setiawan","doi":"10.56059/jl4d.v11i1.1125","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1125","url":null,"abstract":"Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students’ acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university’s educational system, even in the New Normal.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.
{"title":"Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?","authors":"Syahraini Tambak, Desi Sukenti","doi":"10.56059/jl4d.v11i1.763","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.763","url":null,"abstract":"This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1043
E. Suryanto, Nina Oktarina, T. Tusyanah
This study was intended to determine the effect of interaction, self-regulation and course structure on student satisfaction through social presence. This research adopted a quantitative research approach. The sample of this study consisted of 187 higher education students of Economics Education in Universitas Negeri Semarang based on the proportional random sampling technique. Data was collected using a questionnaire which was then analysed through the Structural Equation Model (SEM) approach using the Smart PLS version 3.0 application. This research concluded that interaction and self-regulation and mediating variables social presence succeeded in influencing student satisfaction. In contrast, the course structure was found not to affect student satisfaction, and social presence failed to mediate self-regulation variables on student satisfaction. It is recommended that lecturers design an interactive learning environment by considering student characteristics. The balance between structure and dialogue was a determining factor for student satisfaction, so the design that was prepared is expected to facilitate students to be actively involved and achieve satisfaction.
{"title":"Role of Social Presence in Mediating Learning Satisfaction in Online Learning","authors":"E. Suryanto, Nina Oktarina, T. Tusyanah","doi":"10.56059/jl4d.v11i1.1043","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1043","url":null,"abstract":"This study was intended to determine the effect of interaction, self-regulation and course structure on student satisfaction through social presence. This research adopted a quantitative research approach. The sample of this study consisted of 187 higher education students of Economics Education in Universitas Negeri Semarang based on the proportional random sampling technique. Data was collected using a questionnaire which was then analysed through the Structural Equation Model (SEM) approach using the Smart PLS version 3.0 application. This research concluded that interaction and self-regulation and mediating variables social presence succeeded in influencing student satisfaction. In contrast, the course structure was found not to affect student satisfaction, and social presence failed to mediate self-regulation variables on student satisfaction. It is recommended that lecturers design an interactive learning environment by considering student characteristics. The balance between structure and dialogue was a determining factor for student satisfaction, so the design that was prepared is expected to facilitate students to be actively involved and achieve satisfaction.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most students in higher education at present are ‘digital natives.’ They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students’ satisfaction. This commentary presents an educational approach: ‘Connective Alignment’ for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age.
{"title":"‘Connective Alignment’ as the Educational Approach for Higher Education in the Digital Age","authors":"V. Senadheera, T. Rupasinghe, D. Ediriweera","doi":"10.56059/jl4d.v11i1.970","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.970","url":null,"abstract":"Most students in higher education at present are ‘digital natives.’ They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students’ satisfaction. This commentary presents an educational approach: ‘Connective Alignment’ for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1404
Santosh Panda
{"title":"Editorial: Improving Learning through ODL: The Importance of Instructional Design and Student Engagement","authors":"Santosh Panda","doi":"10.56059/jl4d.v11i1.1404","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1404","url":null,"abstract":"","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1135
U. Rahmi, Bayu Ramadhani Fajri, A. Azrul
The end of the pandemic era has brought new changes and challenges to lectures held in a blended learning environment, one of which is the use of interactive content. The objective of this study was to analyse, develop and evaluate the presentation of content using H5P in blended learning, its relevance to lecture topics, activities to achieve learning outcomes using the rotation-type blended learning model and how students perceive it after using this H5P content. It focused on the rotation model that is commonly used in blended learning. However, this model has not included H5P much yet. The sampling method was purposive. The data were collected using a Likert scale questionnaire. The questionnaire data were examined using the bivariate Pearson correlation approach. The results of this study indicated that the use of H5P as a supporting component in implementing the rotation model type of integrated learning increases student knowledge, skill and satisfaction. Lecturers can apply H5P-based content as content support in blended learning for other study programmes by following the content development steps, type rotation scenario and how the H5P interactive videos are used.
{"title":"Effectiveness of Interactive Content with H5P for Moodle-Learning Management System in Blended Learning","authors":"U. Rahmi, Bayu Ramadhani Fajri, A. Azrul","doi":"10.56059/jl4d.v11i1.1135","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1135","url":null,"abstract":"The end of the pandemic era has brought new changes and challenges to lectures held in a blended learning environment, one of which is the use of interactive content. The objective of this study was to analyse, develop and evaluate the presentation of content using H5P in blended learning, its relevance to lecture topics, activities to achieve learning outcomes using the rotation-type blended learning model and how students perceive it after using this H5P content. It focused on the rotation model that is commonly used in blended learning. However, this model has not included H5P much yet. The sampling method was purposive. The data were collected using a Likert scale questionnaire. The questionnaire data were examined using the bivariate Pearson correlation approach. The results of this study indicated that the use of H5P as a supporting component in implementing the rotation model type of integrated learning increases student knowledge, skill and satisfaction. Lecturers can apply H5P-based content as content support in blended learning for other study programmes by following the content development steps, type rotation scenario and how the H5P interactive videos are used.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1036
Anamica Maan, Kapil Malhotra
This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.
{"title":"Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis","authors":"Anamica Maan, Kapil Malhotra","doi":"10.56059/jl4d.v11i1.1036","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1036","url":null,"abstract":"This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.56059/jl4d.v11i1.1014
Dewi Ekaputri Pitorini, Suciati, Harlita
This study aimed at testing the effectiveness of an e-module based on Problem-Based Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/post-test design. The sampling technique was cluster random sampling. The sample in this study was two experimental classes (n = 72) and two control classes (n = 72). The data collection instruments included multiple-choice tests and a questionnaire. The test results were analysed using the t-test and the N-gain score test. The results showed significant difference in students' critical thinking skills between the experimental and control classes. Students who used the e-module showed better critical thinking skills. Students who used the e-module showed a greater increase in critical thinking skills after the learning process, compared to students who did not use the e-module. Thus, it can be concluded that the e-module based on PBL combined with Socratic Dialogue effectively improved students' critical thinking skills.
本研究旨在测试以环境变化为主题的基于问题的学习与苏格拉底对话相结合的电子模块在提高在校学生批判性思维能力方面的效果。本研究是一项准实验研究，采用非随机对照组、前测/后测设计。抽样技术为整群随机抽样。本研究的样本为两个实验班（n = 72）和两个对照班（n = 72）。数据收集工具包括多项选择测试和调查问卷。测试结果采用 t 检验和 N-增益分数检验进行分析。结果显示，实验班和对照班学生的批判性思维能力有明显差异。使用电子模块的学生表现出更好的批判性思维能力。与未使用电子模块的学生相比，使用电子模块的学生在学习过程后的批判性思维能力有了更大的提高。因此，可以得出结论，基于 PBL 结合苏格拉底对话的电子模块有效提高了学生的批判性思维能力。
{"title":"Students’ Critical Thinking Skills Using an E-Module Based on Problem-Based Learning Combined with Socratic Dialogue","authors":"Dewi Ekaputri Pitorini, Suciati, Harlita","doi":"10.56059/jl4d.v11i1.1014","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1014","url":null,"abstract":"This study aimed at testing the effectiveness of an e-module based on Problem-Based Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/post-test design. The sampling technique was cluster random sampling. The sample in this study was two experimental classes (n = 72) and two control classes (n = 72). The data collection instruments included multiple-choice tests and a questionnaire. The test results were analysed using the t-test and the N-gain score test. The results showed significant difference in students' critical thinking skills between the experimental and control classes. Students who used the e-module showed better critical thinking skills. Students who used the e-module showed a greater increase in critical thinking skills after the learning process, compared to students who did not use the e-module. Thus, it can be concluded that the e-module based on PBL combined with Socratic Dialogue effectively improved students' critical thinking skills.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.
本研究旨在评估微课在高等教育中的有效性。样本由 MBA 一年级学生组成，采用后测对照组设计来评估微课模块的有效性。结果表明，微课的使用与学习成绩和学员对模块的反应有明显关系。此外，微课组的得分明显高于对照组。研究结果表明，微课具有改善学习效果和提高参与者参与度的潜力。不过，这项研究也存在一定的局限性，需要在今后开展研究，以全面了解微课模块的最佳设计和交付方式。本研究支持在高等教育中使用微课作为一种有效的教学策略。
{"title":"Effectiveness of AI-Based Personalised Reading Platforms in Enhancing Reading Comprehension","authors":"Muhamad Taufik Hidayat","doi":"10.56059/jl4d.v11i1.955","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.955","url":null,"abstract":"This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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