Exploring the Differences in Student Perceptions and Student Performances Using Microlearning Instruction and Video Lectures: A Comparison Study

In this research-to-practice full paper, we explored the influence of microlearning as an instructional approach based on instructional modes and instructional settings on a second-year introduction to database design and programming course CIT 21400 (Intro. to Data Management) for new technology major students at an urban Midwestern university (IUPUI). This study was built upon our prior work where we identified the microlearning instructional design practices to maximize student learning outcomes [1]. Our analysis was based on students' perceptions, weekly reflection prompt responses, and student course performance data. The following research questions were used to guide this inquiry: 1)What is the difference in student performances while learning through microlearning instruction and recorded lectures in online and flipped classroom settings? 2)How do students perceive microlearning as an instructional approach in online and flipped classroom settings? Our analysis indicated that novice data science students preferred microlearning as an instructional approach compared to recorded lectures in both online and flipped classroom settings. Specifically, students perceived microlearning to be an effective online instructional strategy and it helped them to be productive. The learners also stated that they were more motivated, experienced less cognitive load and are better engaged with learning content through a microlearning approach compared to recorded lectures in both online and flipped class settings. The quantitative analysis indicated that the students quiz performance and exam performance was better, though not statistically significant in online classroom compared to flipped classroom setting. The course instructor's presence in flipped classroom settings could be attributed as a confounding factor, nevertheless the study findings suggest that microlearning approach is better suited for online students compared to other modes of instruction. Overall, this inquiry suggests the potential of microlearning as an instructional approach for teaching and learning introductory programming concepts. Some key implications of the findings are also addressed.