Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University
Agile Learning Environments amid Disruption, December 2022
David Krygier, Lauren Ruth Knowles, Amarpreet Gill, Chiew-Foong Kwong, Derek Irwin, Dave Towey, Matthew Pike. 2022. Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University. In Agile Learning Environments amid Disruption. DOI:https://doi.org/10.1007/978-3-030-92979-4_4
David Krygier and Lauren Ruth Knowles and Amarpreet Gill and Chiew-Foong Kwong and Derek Irwin and Dave Towey and Matthew Pike. (2022). Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University. Agile Learning Environments amid Disruption. https://doi.org/10.1007/978-3-030-92979-4_4
David Krygier and Lauren Ruth Knowles and Amarpreet Gill and Chiew-Foong Kwong and Derek Irwin and Dave Towey and Matthew Pike. "Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University." Agile Learning Environments amid Disruption, 2022. https://doi.org/10.1007/978-3-030-92979-4_4
David Krygier, Lauren Ruth Knowles, Amarpreet Gill, Chiew-Foong Kwong, Derek Irwin, Dave Towey, Matthew Pike. 2022. Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University. Agile Learning Environments amid Disruption. doi:10.1007/978-3-030-92979-4_4
David Krygier and Lauren Ruth Knowles and Amarpreet Gill and Chiew-Foong Kwong and Derek Irwin and Dave Towey and Matthew Pike, "Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University," Agile Learning Environments amid Disruption, 2022. doi: 10.1007/978-3-030-92979-4_4
@incollection{palgrave-macmillan-2022,
title={Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University},
author={David Krygier and Lauren Ruth Knowles and Amarpreet Gill and Chiew-Foong Kwong and Derek Irwin and Dave Towey and Matthew Pike},
booktitle={Agile Learning Environments amid Disruption},
year={2022},
doi={10.1007/978-3-030-92979-4_4}
}
Microlearning, Emergency Remote Teaching (ERT), Higher Education, Sino-foreign university, Learning Analytics, Digital Learning
Abstract
This chapter explores the implementation and evaluation of microlearning as an instructional strategy at the University of Nottingham Ningbo China (UNNC) during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic. The study examines the challenges students faced in accessing and engaging with online learning materials due to technical and environmental constraints and highlights how microlearning provided a more effective alternative to traditional lecture formats. By analyzing case studies from different disciplines, the chapter presents evidence of improved student engagement and performance. It also discusses the role of learning analytics in tracking student interaction with digital content and suggests best practices for integrating microlearning into future online and hybrid learning environments.