Microlearning : A new normal for flexible teacher professional development in online and blended learning

Lucas KOHNKE*, Dennis FOUNG, Di ZOU

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

5 Citations (Scopus)

Abstract

This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after the participants were exposed to microlearning. The findings illuminated that microlearning was perceived as flexible and stress-free and allowed teachers to focus on relevant and immediate tasks using bite-sized learning segments to achieve digital growth. Such activities created favourable conditions to equip them with the skills necessary to teach effectively in the context of the “new normal”. Moreover, the study shed light on how previous TPD activities were often considered too general to improve teachers’ digital competence. It concluded with a call for more research on microlearning and TPD for OBL to help teachers gain pedagogical, theoretical and practical knowledge to enhance their teaching.

Original languageEnglish
JournalEducation and Information Technologies
DOIs
Publication statusPublished - 6 Jul 2023
Externally publishedYes

Bibliographical note

Funding Information:
Di Zou’s work is supported by the Inter-Institutional Collaborative Activities Portion Project T5004, The University Grants Committee, Hong Kong.

Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

  • higher education
  • Microlearning
  • online and blended learning
  • teacher professional development

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