Microlearning and lifelong learning: effects on skill acquisition and ‘learning-to-learn’ competencies in higher education
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Abstract
Microlearning is a common teaching style in tertiary education providing students with concise, targeted formative content that aligns with their expectations for flexibility and time efficiency. This research examines the effects of microlearning interventions on skill development and ‘learning-to-learn’ competencies in one single Romanian university from a sample population of 63 undergraduate students studying education and social sciences. A quasi-experimental (pretest-posttest) design compared a microlearning intervention based on a 12-week semester with traditional lecture-based classes, using validated tools such as the Skill Acquisition Test (SAT) and the Metacognitive Awareness Inventory (MAI). Findings reveal a dramatic increase in immediate retention and metacognitive regulation of participants who used microlearning (p<. 01) and having large effect sizes and hence consistently statistically significant pragmatic importance. The qualitative results support the quantitative conclusion, demonstrating students to be more motivated, autonomous and satisfied. These findings highlight the potential of microlearning as a scalable, evidence-driven method to support lifelong learning skills. Suggestions for curriculum developers, training of faculty and institutional policy are presented to establish long lasting embedding of microlearning in higher education.
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