When student engagement starts dwindling, our instinctual response is to raid the prop box. We whip out random videos, overly complex activities... anything to grab and hold their attention, yet neither of these can compete with the allure of our students’ pen tricks and doodling. This is where blending macrolearning and microlearning solutions comes into play
Who comes out on top: macrolearning vs. microlearning?
Macro-learning immerses learners in extensive and comprehensive subjects, delving deep into a vast array of content over extended periods of study. This approach adopts a holistic perspective, emphasising the acquisition of in-depth understanding and incorporating vital instructional elements such as practice, feedback, and reflection. On the other hand, micro-learning revolves around the mastery of small learning units, delivering essential elements within shorter timeframes. It offers flexibility and convenience, enabling learning to occur anytime and anywhere, capturing learners' interest and engagement with remarkable efficacy. Micro-learning provides immediate knowledge and skill support, making it an ideal solution for fast-paced and fragmented learning requirements.
Emerging research indicates that microlearning and blended learning are not sworn adversaries but rather can be blended, tailored to match specific learning objectives and the unique needs of students. This dynamic synergy creates a learning environment that is both flexible and personalised.
(The Diocesan Boys' School Primary Division adopts a blended learning approach to enhance students' learning motivation.)
Infusing Micro-Learning Elements into Blended Learning
Blended learning takes the forefront as the primary teaching approach at the Diocesan Boys' School Primary Division (DBSPD). Mr. Alex Lam Lap-Kwan, the e-Learning Coordinator, explained that children absorb information through various avenues, with some favouring textual materials while others gravitate towards multimedia such as videos and music. Blended learning perfectly aligns with the unique learning requirements of different students. Let's consider Mr. Lam's English language instruction as an example. The e-learning curriculum encompasses four main categories. Firstly, there is gamified learning, where students engage in interactive games as a means of assessing their comprehension after completing key learning objectives. This approach offers valuable insights into their learning progress. Secondly, there is a focus on developing self-directed learning skills, achieved through extended learning activities that encourage students to take charge of their own learning. The third category revolves around nurturing creative thinking, employing tools like Padlet for video recording, and utilising artificial intelligence (AI) to generate images. Lastly, the fourth category entails learning management systems such as Google Classroom, which facilitate the distribution of assignments and the dissemination of information.
(Students contemplate related adjectives based on ‘toy car’ and utilise AI to generate images.)
This blended learning approach also incorporates elements of micro-learning. Given that each class lasts for 30 minutes, Mr. Lam said, teachers strive to plan one to two engaging learning activities per session. Students actively participate using iPads, with the main objective of mastering specific topics and reinforcing their learning during the lesson. For instance, when they are tasked with composing an English article, the teacher breaks down the pre-writing process into manageable tasks, such as brainstorming, where students watch a video and take note of the key points to fuel their creativity. Mr. Lam also shared another recent classroom activity where they explored the topic of ‘toy cars’ and were encouraged to think of descriptive adjectives. Leveraging the power of AI, students were provided with prompts and generated images to spark their imagination.
(In preparation for English composition, students use iPads to research as a pre-writing activity.)
(After that, the learning activities are divided into three parts: writing the first draft, engaging in self-reflection, and completing the final draft.)
(Following the completion of their writing tasks, students reflect on their work and share their thoughts through video presentations.)
Breaking Down Classroom Activities to Enhance Student Engagement
According to Mr. Lam, the integration of micro-learning can effectively break down lengthy learning activities and make them more digestible for students. In the context of English writing, the pre-writing phase can be sliced and diced into three separate writing activities, allowing students to tackle the final writing task. He expressed his fondness for the concept of micro-learning and stated, ‘Primary school students have attention spans as short as a blink of an eye. By sprinkling more micro-learning elements into the mix, we can grab their fleeting focus and prevent the learning content from falling into the doldrums of monotony and tedium.’ However, he acknowledged that Hong Kong's educational approach places significant emphasis on task-based language learning, which emphasises the complete learning process. Moreover, the full adoption of micro-learning faces obstacles such as time constraints in the classroom setting.
In the opinion of Mr Lam, micro-learning is considered more suitable for students at the primary school level.
Students find learning with the assistance of electronic learning tools more captivating than sitting in classrooms and doing traditional paper-based homework. The varied nature of electronic learning modes, including videos, games, and more, significantly spices up their motivation to learn. Mr. Lam astutely observed that micro-learning is a better fit for primary school students. Aside from their limited attention span, if learning activities appear arduous and complex, it can easily dampen the learning motivation of young children. However, when it comes to secondary school and college/university students, it's advisable to gradually transition towards macro-learning, particularly when tackling subject-specific projects and research. In this regard, constructing a patchwork of fragmented learning methods proves to be challenging.
Micro-learning will gain momentum as a prominent learning trend, as shared by Mr. Lam. He believed that as society strives for a shift from exam-oriented education and urges a greater allocation of resources and focus towards enriching learning activities. He saw micro-learning as a promising trend that opens avenues for students to engage in diverse learning experiences. As he eloquently put it, ‘By exposing students to a variety of learning activities that cater to different learning styles, we can better support and assist diverse children. The more diverse, the better.’