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Typ záznamu:
stať ve sborníku (D)
Domácí pracoviště:
Katedra informačních a komunikačních technologií (45080)
Název:
Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups
Citace
Závodná, M., Mrázová, M., Javorčík, T., Havlásková, T., Tran, D., Kostolányová, K. a Gunčaga, J. Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups.
In:
23rd European Conference on e-Learning - ECEL 2024: European Conference on e-Learning 2024-10-24 Porto.
Reading: Academic Conferences International, 2024. s. 442-450. ISSN 2048-8637.
Podnázev
Rok vydání:
2024
Obor:
Počet stran:
9
Strana od:
442
Strana do:
450
Forma vydání:
Elektronická verze
Kód ISBN:
neuvedeno
Kód ISSN:
2048-8637
Název sborníku:
European Conference on e-Learning
Sborník:
Mezinárodní
Název nakladatele:
Academic Conferences International
Místo vydání:
Reading
Stát vydání:
Sborník vydaný v zahraničí
Název konference:
23rd European Conference on e-Learning - ECEL 2024
Místo konání konference:
Porto
Datum zahájení konference:
Typ akce podle státní
příslušnosti účastníků akce:
Evropská akce
Kód UT WoS:
EID:
Klíčová slova anglicky:
Microlearning; Lower secondary school; Pupils; Programming; Experiment
Popis v původním jazyce:
Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.
Popis v anglickém jazyce:
Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.
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