Article Sidebar

Submitted
Jul 6, 2023
Published
Oct 31, 2023
Download
PDF
Statistic
Read Counter : 850 Download : 564

Main Article Content

Abstract

The Fourth Industrial Revolution which is characterized by rapid breakthroughs in digital technology, automation, and artificial intelligence, is revolutionizing both the classroom and workplace learning settings. This change in the classroom and workplace setting is characterized by changing skill requirements, accelerating knowledge obsolescence, need for personalized and adaptive learning experiences, a culture of continuous learning, and on-demand performance support. The educational landscape is changing with the intervention of technology into our lives and new and innovative ways of learning are emerging. The key stakeholders in the education system are teachers and their professional development has utmost significance in helping education pick pace with societal changes. The various strategies of microlearning are useful for teachers to enhance their skills and mitigate the impact fourth industrial revolution is having in terms of quicker knowledge obsolescence and new job creation. Microlearning can provide considerable benefits in the Indian classroom context since traditional educational systems struggle to keep up with these changes. According to a Deloitte University Press research report, microlearning can improve learning retention rates because it provides learners with bite-sized, focused content that is easier to digest and retain than lengthy classroom lectures or training sessions. The interactive and self-directed learning approaches, such as microlearning, can lead to higher learning outcomes compared to traditional classroom teaching (Sitzmann, 2011). The paper provides a look into effective microlearning strategies that can help in dealing with the problems of the traditional classrooms in the current digital society.

Keywords

Microlearning Fourth Industrial Revolution Continuous Learning Professional Development

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Waldia, N., Sonawane, S., Mali, M., & Jadhav, V. (2023). Microlearning strategies for teacher professional development in the era of fourth industrial revolution in India. Journal of E-Learning and Knowledge Society, 19(3), 74-81. https://doi.org/10.20368/1971-8829/1135866

References

  1. Ajani, O. A. (2021). Exploring the teacher professional development in the Fourth Industrial Revolution: In pursuit of social justice. Journal of Research Innovation and Implication in Education, 5(2), 101-109.
  2. Allela, M. A., Ogange, B. O., Junaid, M. I., & Charles, P. B. (2020). Effectiveness of multimodal microlearning for in-service teacher training. Journal of Learning for Development, 7(3), 384-398.
  3. Billings, E. M., & Kasmer, L. (2015). Micro-cycle Teaching Experiments as a Vehicle for Professional Development. Mathematics Teacher Education and Development, 17(2), 165-181.
  4. Buchem, I., & Hamelmann, H. (2010). Microlearning: a strategy for ongoing professional development. eLearning Papers, 21(7), 1-15.
  5. Carter, J. W., & Youssef-Morgan, C. (2022). Psychological capital development effectiveness of face-to-face, online, and Micro-learning interventions. Education and Information Technologies, 27(5), 6553-6575. https://doi.org/10.1007/s10639-021-10824-5
  6. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8), 947-967.
  7. Bersin, J., Mallon, D., and Deloitte Consulting LLP (2014). Meet the Modern Learner: Engaging the Overwhelmed, Distracted, and Impatient Employee. Deloitte University Press.
  8. Doucet, A., Evers, J., Guerra, E., Lopez, N., Soskil, M., & Timmers, K. (2018). Teaching in the fourth industrial revolution: Standing at the precipice. Routledge.
  9. Ebbinghaus, H. (2013). Memory: A contribution to experimental psychology. Annals of neurosciences, 20(4), 155. https://datareportal.com/reports/digital-2023-global-overview-report
  10. Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795.
  11. Hanshaw, G., & Hanson, J. (2019). Using microlearning and social learning to improve teachers’ instructional design skills: A mixed methods study of technology integration in teacher professional development. International Journal of Learning and Development, 9(1), 145-173.
  12. Henwood, S. M., & Flinton, D. M. (2012). 5 years on: have attitudes towards continuing professional development in radiography changed?. Radiography, 18(3), 179-183. 10.1016/j.radi.2012.04.001.
  13. Hersey, P., & Blanchard, K. H. (1969). Life cycle theory of leadership. Training & Development Journal. 23(5), 26-34.
  14. Kedzior, M., & Fifield, S. (2004). Teacher professional development.
  15. Kohnke, L., & Foung, D. (2023). Exploring Microlearning for Teacher Professional Development: Voices from Hong Kong. In Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 279-292). Singapore: Springer Nature Singapore.
  16. Leong, K., Sung, A., Au, D., & Blanchard, C. (2021). A review of the trend of microlearning. Journal of Work-Applied Management, 13(1), 88-102.
  17. Leopold, T. A., Ratcheva, V., & Zahidi, S. (2016, January). The future of jobs: employment, skills, and workforce strategies for the Fourth Industrial Revolution. World Economic Forum.
  18. Litman, L., & Davachi, L. (2008). Distributed learning enhances relational memory consolidation. Learning & Memory, 15(9), 711-716.
  19. Matthews, A., McLinden, M., & Greenway, C. (2021). Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship. Higher Education Pedagogies, 6(1), 1-21.
  20. Microsoft (2015). Attention Spans Research Report. https://dl.motamem.org/microsoft-attention-spans-research-report.pdf
  21. Mohammed, G. S., Wakil, K., & Nawroly, S. S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32-38. DOI: 10.24331/ijere.415824
  22. Sitzmann, T. (2011). A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x.
  23. Sonawane S. and Jadhav V. (2022). Microlearning Planner. Edureform Handbook for Innovative Pedagogy. Gruppo SEI La Scuola. 160-176.
  24. Schwab, K. (2017). The fourth industrial revolution. Currency.
  25. Xu, M., David, J. M., & Kim, S. H. (2018). The fourth industrial revolution: Opportunities and challenges. International journal of financial research, 9(2), 90-95.
  26. Youtz, A. C. (1941). An experimental evaluation of Jost's laws. Psychological Monographs, 53(1), i.
  27. Zhang, J., & West, R. E. (2020). Designing Microlearning Instruction for ProfessionalDevelopment Through a Competency Based Approach. TechTrends, 64(2), 310-318. https://doi.org/10.1007/s11528-019-00449-4