Knowledge map-based online micro-learning

Impacts on learning engagement, knowledge structure, and learning performance of in-service teachers

Dados Bibliográficos

ID21631392
AutoresNing Ma (0000-0002-9503-3192, Beijing Normal University, autor correspondente), Feilong Zhao (Beijing Normal University), Peng-Qin Zhou (Beijing Normal University), Junjie He (0000-0001-6447-7893, Beijing Normal University), Jun-Jie He (Beijing Normal University), Lei Du (0000-0002-8548-9997, Beijing Normal University)
Ano2023
Volume31
Fascículo5
Páginas2751-2766
Data de publicação2023-07-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInteractive Learning Environments (JOURNAL)
Identificadores do periódicoISSN: 1049-4820 • E-ISSN: 1744-5191
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2021.1903932
OpenAlexW3151656946
IdiomaEN
Citações recebidas10
Referências citadas37

Online teacher professional development is widely regarded as a promising way to improve the quality of teachers and the effect of teaching. Micro-learning, which has the potential to fit the learner’s personalized learning needs through a variety of small educational resources and flexible learning opportunities, could be an efficient way for the online teacher professional development. However, the scattered knowledge points and fragmented learning time in micro-learning may limit the learner’s comprehension and the construction of knowledge. In this study, a knowledge map-based online micro-learning system was developed to solve this problem. To verify the effectiveness of the proposed system, a quasi-experiment was conducted during a three-week online course for teachers’ professional development. A total of 42 in-service Mandarin teachers participated in the course, and were divided into two equal groups. An experimental group learned by using a knowledge map tool while a control group learned the same contents in the form of the conventional list type. The results indicate that the experimental group outperformed the control group in terms of learning engagement, and showed a clearer and more complete knowledge structure. Furthermore, micro-learning coupled with knowledge maps was found to improve the teachers’ learning performance

Educational technology · Knowledge management · Mandarin Chinese · Mathematics education · Multimedia · Pedagogy · Professional development · Professional learning community · Computer Science · E-Learning and COVID-19 · Online Learning and Analytics · Psychology · Technology-Enhanced Education Studies · Artificial Intelligence