A mixed method study was conducted to determine the effectiveness of passive microlearning containing multiple modes of media (MST) on adult learning. Effectiveness was measured by using the first three levels of Kirkpatrick’s 4 Levels of Training Evaluation model. The results of the training were also used to extrapolate whether a company could expect to calculate a positive return on investment (ROI).
A custom programmed questionnaire based on Kirkpatrick’s model was used to gather information regarding learner satisfaction, knowledge retention, and behavior change. Satisfaction level with the chosen passive microlearning was high. Knowledge retention results were evaluated by time and further examined by age, education level, and gender. All showed significant long-term retention of information. Two of three behavior measurements changed significantly.
The qualitative portion of the study used an online focus group to discuss satisfaction, perceived knowledge retention, and usefulness of passive microlearning. Focus group participants confirmed literature review findings regarding satisfaction, including benefits and drawbacks. Participants indicated that they use passive microlearning in their personal lives; however, they do not see much current use in professional environments. Participants indicated that they feel that they learn more from small bites of learning and would like to see more of this training in the professional environment; however, they also liked opportunities for training using multiple delivery options.
|Advisor:||Tomei, Lawrence A|
|Commitee:||Fuller, Richard G, Bernadowski, Carianne|
|School:||Robert Morris University|
|Department:||Instructional Management and Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Keywords:||Andragogy, Connectivism, eLearning, Kirkpatrick, Microlearning, YouTube|
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