Abstract:
This research examines the role of Microlearning as part of tutoring to enhance academic comprehension in Organic Chemistry in higher education. Microlearning is characterized by segmenting material into very small learning elements such as PDFs, 1-2min streaming videos, voice notes, and online polls, all designed to minimize the use of internet bandwidth. This study employs a cross-sectional quantitative experimental approach where students enrolled in organic chemistry tutoring participate in either a standard online learning tutorial session or a microlearning tutorial session. Both groups completed a pre-assessment, received the same concepts through the modality of their assigned group, and completed a post-assessment. Specifically, one group received the material through a microlearning experience while the other group received the same material following a standard online learning experience. Overall, three experiments were conducted. To compare the level of comprehension, all participants filled out a pre- and post-assessment form that included the same ten, randomly selected questions from the American Chemical Society (ACS) test bank. Through a statistical comparison of the results, we find that on average there is a significant improvement in assessment scores from pre- to post-assessment, yet there is no statistically significant difference in the performance gain between the microlearning and standard online learning groups. This points to the viability of microlearning as a substitute or complement to traditional learning. Moreover, interviews were conducted with faculty instructors, tutors and students to gain further insights about microlearning and tutoring. The interviews similarly indicate the value of microlearning as a complement to traditional strategies.
