USING DIGITAL LEARNING MATERIALS BASED ON THE  MICROLEARNING MODEL IN 10TH GRADE CHEMISTRY EDUCATION -  PERSPECTIVES FROM HIGH SCHOOL CHEMISTRY TEACHERS

Nguyen Thi Diem Hang; Bui Dinh Dat; Le Danh Binh

Nguyen Thi Diem Hang*	diemhangtn@gmail.com	Vinh University No. 182 Le Duan street, Vinh city, Nghe An province, Vietnam
Le Danh Binh	ledanhbinh@gmail.com	Vinh University No. 182 Le Duan street, Vinh city, Nghe An province, Vietnam
Bui Dinh Dat	dathung42@gmail.com	Vinh University No. 182 Le Duan street, Vinh city, Nghe An province, Vietnam

Summary:

Along with the development of science and technology, educational technology has changed worldwide. The microlearning model has recently been implemented in teaching. By focusing on designing small learning content, the microlearning model captures learners’ attention and focus on learning activities. Using digital learning materials according to the microlearning model supports teachers in organizing diverse teaching activities, helping students learn proactively and flexibly. Therefore, incorporating digital learning materials towards the microlearning model into the classroom will bring certain benefits to teaching in general and Chemistry teaching in particular. This study aims to explore teachers’ usage and evaluation of digital learning materials towards the microlearning model in Chemistry instruction at high schools through a survey of 80 teachers in Nghe An and Ha Tinh provinces. The results indicated that teachers highly appreciate the role and effectiveness of digital learning materials towards the microlearning model in chemistry instruction. However, there are still challenges with further consideration. These results provide a basis to propose measures for developing and using digital learning materials towards the microlearning model in teaching 10th-grade chemistry.

View file

Keywords:

Microlearning

digital learning materials

evaluation of teachers

Chemistry teaching

10th grade chemistry.

Refers:

[1] Bộ Giáo dục và Đào tạo, (26/12/2018), Chương trình Giáo dục phổ thông môn Hóa học (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT).

[2] Tabachnick, B. G., & Fidell, L. S, (2019), Cleaning up your act. Using Multivariate Statistics (4th ed), Needham Heights, MA: Allyn and Bacon.Boston: Pearson.

[3] www.jamovi.org

[4] Hug, T, (2005), Microlearning: a new pedagogical challenge, Microlearning: Emerging Concepts, Practices and Technologies after e-Learning. Proceedings of Microlearning 2005, Innsbruck University Press, pp.13 18.

[5] Sung, A., Leong, K. and Cunningham, S, (2020), Emerging technologies in education for sustainable development, in Leal Filho, W., Azul, A., Brandli, L., O€zuyar, P. and Wall, T. (Eds), Partnerships for the Goals. Encyclopedia of the UN Sustainable Development Goals, Springer, Cham.

[6] Gausby, A, (2015), Microsoft attention spans research report, available at: https://dl.motamem.org/ microsoft attention-spans-research-report.pdf.

[7] Gabrielli, S., Kimani, S. and Catarci, T, (2006), The design of microlearning experiences: a research agenda, in Hug, T., Lindner, M. and Bruck, P.A. (Eds), “Microlearning: Emerging Concepts, Practices and Technologies after E-Learning: Proceedings of Microlearning Conference 2005: Learning and Working in New Media, pp.45-53.

[8] Giurgiu, L, (2017), Microlearning an evolving elearning trend, Scientific Bulletin, Vol. 22 No. 1, pp. 18-23, doi: 10.1515/bsaft-2017-0003.

[9] Nikou, S, (2019), A micro-learning based model to enhance student teachers’ motivation and engagement in blended learning, Society for Information Technology and Teacher Education International Conference, Association for the Advancement of Computing in Education, pp.509-514.

[10] Nikou, S.A. and Economides, A.A, (2018), Mobile Based micro-Learning and Assessment: impact on learning performance and motivation of high school students, Journal of Computer Assisted Learning, Vol. 34 No. 3, pp.269-278, doi: 10.1111/jcal.12240.

[11] Reinhardt, K.S. and Elwood, S, (2019), Promising practices in online training and support: microlearning and personal learning environments to promote a growth mindset in learners, Handbook of Research on Virtual Training and Mentoring of Online Instructors, IGI Global, pp. 298-310.

[12] Mohammed Wakil, G.S.K. and Nawroly, S.S, (2018), The effectiveness of microlearning to improve students’ learning ability, International Journal of Educational Research Review, Vol. 3, pp. 32-38.

[13] Leong, K., Sung, A., Au, D. and Blanchard, C, (2020), A review of the trend of microlearning, Journal of Work Applied Management, Vol.13, No.1, pp.88-102, doi: 10.1108/JWAM-10-2020-0044.

[14] Gabrielli, S., Kimani, S. and Catarci, T, (2005), The design of microlearning experiences: a research agenda, Microlearning: Emerging Concepts, Practices and Technologies after E-lLarning, Innsbruck University Press, Austria, pp. 45-54.

[15] Gill, A. S., Irwin, D. S., Ng, R. Y. K., Towey, D., Wang, T. and Zhang, Y, (2020), The future of teaching post-COVID-19: microlearning in product design education, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) IEEE, pp. 780-785.

[16] Billert, M.S., Weinert, T., de Gafenco, M.T., Janson, A., Klusmeyer, j. and Leimeister, J.M, (2022), Vocational training with microlearning-how low-immersive 360-degree learning environments support work process-integrated learning, IEEE Transactions on Learning Technologies, Vol. 15 No. 5, pp. 540-553.

[17] Gomez, D., Bermeo, A., Prado, D. and Cedillo, P, (2021), Microlearning method to building learning capsules for older adults: a case study for COVID-19 prevention at home, IEEE Fifth Ecuador Technical Chapters Meeting (ETCM), pp. 1-6.

[18] European Commission, (2020), A European approach to micro-credentials, Output of the Micro-credentials Higher Education Consultation Group, Working Paper, European Commission, December.

[19] Alex, J., Ferguson, C., Ramjan, L.M., Montayre, J., Lombardo, L. and Salamonson, Y, (2022), Bundle of- care interventions to improve self-management of patients with urinary catheters: study protocol, Collegian, Vol. 29 No. 3, pp. 405-413, doi: 10.1016/j. colegn.2021.08.007.

[20] Triana, A.J., White-Dzuro, C.G., Siktberg, J., Fowler, B.D. and Miller, B, (2021), Quyz-based microlearning at scale: a rapid educational response to COVID-19, Medical Science Educator, Vol. 31 No. 6, pp.1731 1733, doi: 10.1007/s40670-021-01406-8.

[21] Yin, J., Goh, T.T., Yang, B. and Xiaobin, Y, (2021), Conversation technology with micro-learning: the impact of chatbot-based learning on students’ learning motivation and performance, Journal of Educational Computing Research, Vol. 59 No. 1, pp. 154-177, doi: 10.1177/0735633120952067.

[22] Kumar, J.A., Richard, R.J., Osman, S. and Lowrence, K, (2022), Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in Malaysia, International Journal of Educational Technology in Higher Education, Vol.19, No.1, pp.1-23, doi: 10.1186/s41239-022-00323-z.

[23] Trần Thị Vân Dung, (3/2023), Phương pháp dạy học từng bước nhỏ microlearning, Tạp chí Thiết bị Giáo dục, Volume 1, Issue 284, tr.47-49.

[24] Nguyễn Thị Thanh Tú - Nguyễn Thị Huyền - Phạm Hồng Hạnh - Vũ Đình Minh, (2022), Ứng dụng công nghệ thực tế ảo tăng cường AR trong dạy học trực tuyến theo hình thức Microlearning, Tạp chí Khoa học Giáo dục Việt Nam, tập 18, số S2, tr.35-39.

[25] Vũ , M. H., Nguyễn, . T. N. N., Lương, . Đình H., & Phạm , H. H, (2023), Xu hướng nghiên cứu về mô hình học vi mô ở bậc Đại học: Một nghiên cứu trắc lượng, Tạp chí Giáo dục, số 23(11), tr.25-30.

[26] Pham, H. H., Nguyen, N. T. N., Hai, L. D., & Nguyen, T. T., (2024), Science mapping the knowledge base on microlearning: using Scopus database between 2002 and 2021, Journal of Research in Innovative Teaching & Learning, (ahead-of-print).

[27] Bộ Giáo dục và Đào tạo, (06/4/2018), Thông tư số 11/2018/TT-BGDĐT về Ban hành Tiêu chí để xác định hàng hóa chuyên dùng phục vụ trực tiếp cho giáo dục.

[28] Bộ Giáo dục và Đào tạo, (28/6/2020), Thông tư số 26/2020/TT-BGDĐT về việc Sửa đổi, bổ sung một số điều của Quy chế đánh giá, xếp loại học sinh trung học cơ sở và học sinh trung học phổ thông.

[29] Mai Xuân Đào, Phan Đồng Châu Thủy, (2020), Xây dựng và sử dụng học liệu điện tử theo mô hình lớp học đảo ngược nhằm phát triển năng lực tự học cho học sinh trung học phổ thông ở Tân Yên, tỉnh Bình Dương, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, tập 17, số 8 (2020): 1421-1429.

[30] Nguyễn , T. L. A., Tạ , H. P., Trần, . T. N. D., & Nguyễn , P. T. N., (2023), Sử dụng học liệu số “SC Web” phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh, Tạp chí Giáo dục, số 23(23), tr.18-23.

[31] Nguyễn , M. Đức, Lưu , T. L. Y., Nguyễn , K. L., Nguyễn , H. M., & Phan , T. N., (2023), Xây dựng học liệu điện tử về thí nghiệm Hóa học ở trường trung học phổ thông, Tạp chí Giáo dục, số 23, tr.84-89.

Journal:

No. 9, September 2024

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

USING DIGITAL LEARNING MATERIALS BASED ON THE MICROLEARNING MODEL IN 10TH GRADE CHEMISTRY EDUCATION - PERSPECTIVES FROM HIGH SCHOOL CHEMISTRY TEACHERS