Monday, April 11
1:45 PM-2:05 PM
PDT
Seaglass

Undergraduate Students’ Experiences with Online Microlearning through the Lens of Gagné’s Nine Events of Instruction

Brief Paper (Live Virtual) ID: 60936
  1. aaa
    Laura McNeill
    University of Alabama
  2. aaa
    Bernadette Beavers-Forrest
    University of Alabama
  3. aaa
    Margaret Rice
    University of Alabama
  4. aaa
    Angela Benson
    University of Alabama

Abstract: Microlearning provides a valuable and efficient strategy for delivering content to students, particularly considering COVID-19’s disruption of traditional, face-to-face teaching methods. Microlearning offers focused, self-contained, and on-demand instruction to help learners quickly achieve a learning objective. As online enrollments continue to increase, further research is needed to determine how students experience microlearning in a distance learning format. In this qualitative study, a focus group was used to explore how learners experienced an online microlearning activity through the lens of Robert Gagné’s nine events of instruction. The Gagné framework organizes instruction into a sequence of nine steps designed to maximize cognitive processing and learner engagement. Using a hybrid process of deductive and inductive thematic analysis, learners’ experiences were used to determine if each of Gagné’s nine events of instruction were present during learners’ experience with a selected online microlearning activity. This study revealed that eight of Gagné’s nine events of instruction were detected. The results provide educators with a better understanding of how students experience online microlearning through the lens of Gagné’s nine events. Their insights, and the additional themes revealed through this research, will inform educators of critical elements to consider in the design and development of future online, technology-driven microlearning lessons.

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