Effectiveness of Multimodal Microlearning for In-service Teacher Training

Simple item page
dc.contributor.authorOgange, Betty
dc.contributor.authorMuhammad, Junaid
dc.contributor.authorAllela, Melisa
dc.contributor.editorPanda, Santosh
dc.coverage.placeNameSierra Leoneen_US
dc.coverage.spatialAfricaen_US
dc.date.accessioned2020-11-24T22:17:42Z
dc.date.available2020-11-24T22:17:42Z
dc.date.issued2020-11-20
dc.description.abstractTo meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.en_US
dc.identifier.doihttps://doi.org/10.56059/jl4d.v7i3.387
dc.identifier.doihttps://doi.org/10.56059/jl4d.v7i3.387
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3708
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 7; No 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/387en_US
dc.subjectTeacher Educationen_US
dc.subjectProfessional Developmenten_US
dc.subjectSecondary Educationen_US
dc.subjectOnline Learningen_US
dc.titleEffectiveness of Multimodal Microlearning for In-service Teacher Trainingen_US
dc.typeJournal Articleen_US
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
2020_Allela_Ogange_Junaid_Brainard_JL4D_Vol7No3.pdf
Size:
1.82 MB
Format:
Adobe Portable Document Format
Description:
PDF
Download
Thumbnail Image
Name:
2020_Allela_Ogange_Junaid_Brainard_JL4D_Vol7No3.epub
Size:
522.58 KB
Format:
Unknown data format
Description:
EPUB
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Articles in Periodicals & Books