Effectiveness of the Didactic Use of Telegram in Online University Teaching
Abstract Technology and education offer the possibility of teaching through mobile devices using a microLearning approach. We analyse the effects of a microLearning experience via Telegram, following Kirkpatrick’s model. We evaluated satisfaction with the training, academic engagement, knowledge acquisition and personal transfer through a quasi-experimental pre-post design with a non-equivalent control group and convenience sampling. The intervention consisted of a microLearning activity taught via Telegram that required reflection, documentation, and oral communication. The control group participated in a standard intervention comprised of a traditional distance education activity, completing a written task that required reflection and documentation. The sample was made up of 105 students from the university. Academic engagement, satisfaction with the activity, personal transfer, acquired knowledge and academic performance were measured. Data analysis included descriptive statistics, confirmatory factor analysis and nonparametric estimation tests. Results showed that, although the intervention did not produce differences in academic engagement and satisfaction with training, it did produce differences in personal transfer, knowledge acquisition and academic performance. The data collected contributes to process of university’s evidence-based innovation. Results contribute to the development of knowledge for theory building and professional and teaching practice in Spain and the rest of the world.
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Almazova, A. U., Almazova, N., & Rogovaya, Y. (2018). Prospects of Introduction of Microlearning into the Process of Teaching Postgraduate Students a Foreign Language. 12th International Technology, Education and Development Conference (Valencia, Spain, 5-7 March, 2018) (pp. 3175-3182). IATED. https://doi.org/10.21125/inted.2018.0608
Alqurashi, E. (2017). Microlearning: A Pedagogical Approach for Technology Integration. Turkish Online Journal of Educational Technology, (Special Issue for IETC 2017), 942–947.
Alshaibani, M. H., & Qusti, E. S. (2021). The role of smartphone app “WhatsApp” on achievement motivation and social intelligence among female undergraduate students. Perspectives in Psychiatric Care, 57(2), 597-603. https://doi.org/10.1111/ppc.12582
Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86-88. https://doi.org/10.1177/0253717620977000
Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63, 611–620. https://doi.org/10.1007/s11528-019-00419-w
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Boude, O. R. (2019). How teachers integrate mobile devices in the classroom. Espacios, 40(29), 2.
Cachón-Zagalaz, J., Lara-Sánchez, A., Zagalaz-Sánchez, M. L., López-Manrique, I., & González González de la Mesa, C. (2018). Propiedades psicométricas de la Utrecht Work Engagement Scale en estudiantes de educación. Suma Psicológica, 25(2), 113-121. https://doi.org/10.14349/sumapsi.2018.v25.n2.3
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De Gagne, J. C., Park, H. K., Hall, K., Woodward, A., Yamane, S., & Kim, S. S. (2019). Microlearning in health professions education: scoping review. JMIR Medical Education, 5(2), e13997. https://doi.org/10.2196/13997
Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 2(5), 339-344. https://doi.org/10.26417/ejms.v5i1.p339-344
Dolasinski, M. J., & Reynolds, J. (2021). Microlearning in the Higher Education Hospitality Classroom. Journal of Hospitality & Tourism Education, 35(2), 133–142. https://doi.org/10.1080/10963758.2021.1963748
Fennelly-Atkinson, R., & Dyer, R. (2021). Assessing the Learning in Microlearning. In J. R. Corbeil, B. H. Khan, & M. E. Corbeil (Eds.). Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets (pp. 95-107). Routledge. https://doi.org/10.4324/9780367821623-8
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Fox, E. (2019). Mobile technology: a tool to increase global competency among higher education students. The International Review of Research in Open and Distributed Learning, 20(2), 242–259. https://doi.org/10.19173/irrodl.v20i2.3961
Gan, C. L., & Balakrishnan, V. (2017). Enhancing classroom interaction via IMMAP – An Interactive Mobile Messaging App. Telematics and Informatics, 34(1), 230-243. https://doi.org/10.1016/j.tele.2016.05.007
Garrison, D. R. (2016). E-Learning in the 21st century: A framework for research and practice (3rd ed.). Routledge. https://doi.org/10.4324/9781315667263
Gawlik, K., Guo, J., Tan, A., & Overcash, J. (2021). Incorporating a Microlearning Wellness Intervention into Nursing Student Curricula. Nurse Educator, 46(1), 49-53. https://doi.org/10.1097/NNE.0000000000000842
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González-Ortiz-de-Zárate, A., García, M. A. A., Quesada-Pallarès, C., Berrocal, F. B., & McLean, G. N. (2020). Validation of predicting transfer instruments in Spain. European Journal of Training and Development, 44(6/7), 695-715. https://doi.org/10.1108/EJTD-11-2019-0188
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218-243. https://doi.org/10.3102/0091732X20903302
Grant, M. M. (2019). Difficulties in defining mobile learning: Analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361-388. https://doi.org/10.1007/s11423-018-09641-4
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://bit.ly/3b0Nzx7
Hossain, S., Abdou, B. O., Kettunen, J., & Gregory, S. (2019). A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education. Sage Open, 9(3). https://doi.org/10.1177/2158244019861457
Hug, T. (2005). Micro Learning and Narration. Exploring possibilities of utilization of narrations and storytelling for the designing of micro units and didactical micro-learning arrangements. In Online Proceedings of the International Conference Media in Transition 4: The Work of Stories (p. 13). MIT.
Hurley, R. M., Wyatt, K., Johnson, R. F., O’Brien, M. W., Zenz, W. J., Anderson, S. R., Brugger, C. A., Ruddy, K. J., Boughey, J. C., & Pruthi, S. (2019). Previsit breast cancer educational microlearning videos: Impact on patient satisfaction and engagement. Journal of Clinical Oncology, 37(15_suppl), 6526-6526. https://doi.org/10.1200/JCO.2019.37.15_suppl.6526
Kenny, D. A., Kaniskan, B., & McCoach, D. B. (2015). The performance of RMSEA in models with small degrees of freedom. Sociological Methods & Research, 44(3), 486-507. https://doi.org/10.1177/0049124114543236
Kirkpatrick, J. (2015). An introduction to the new world Kirkpatrick model. Kirkpatrick Partners.
Lahti, M., Hätönen, H., & Välimäki, M. (2014). Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. International Journal of Nursing Studies, 51(1), 136-149. https://doi.org/10.1016/j.ijnurstu.2012.12.017
Lahti, M., Kontio, R., Pitkänen, A., & Välimäki, M. (2014). Knowledge transfer from an e-learning course to clinical practice. Nurse Education Today, 34(5), 842-847. https://doi.org/10.1016/j.nedt.2013.09.003
Lee, Y. M., Jahnke, I., & Austin, L. (2021). Mobile microlearning design and effects on learning efficacy and learner experience. Educational Technology Research and Development, 69(2), 885-915. https://doi.org/10.1007/s11423-020-09931-w
Lim, G., Shelley, A., & Heo, D. (2019). The regulation of learning and co-creation of new knowledge in mobile learning. Knowledge Management E-Learning, 11(4), 449–484. https://doi.org/10.34105/j.kmel.2019.11.024
Mahlow, C., & Hediger, A. (2019). Digital Transformation in Higher Education-Buzzword or Opportunity? eLearn Magazine, 2019(5), 13. https://doi.org/10.1145/3331171
Meng, L., & Jin, Y. (2017). A confirmatory factor analysis of the Utrecht Work Engagement Scale for students in a Chinese sample. Nurse Education Today, 49, 129-134. https://doi.org/10.1016/j.nedt.2016.11.017
Merino-Tejedor, E., Hontangas, P. M., & Boada-Grau, J. (2017). La evaluación del distanciamiento psicológico (detachment) en estudiantes universitarios: Validación del Cuestionario de Experiencia de Recuperación en contextos educativos. Anales de Psicología / Annals of Psychology, 33(2), 342–350. https://doi.org/10.6018/analesps.33.2.249811
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied Multivariate Research: Design and Interpretation (3rd ed.). Sage.
Mills, M. J., Culbertson, S. S., & Fullagar, C. J. (2012). Conceptualizing and measuring engagement: An analysis of the Utrecht Work Engagement Scale. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 13(3), 519–545. https://doi.org/10.1007/s10902-011-9277-3
Nikou, S. A., & Economides, A. A. (2018). Mobile‐based micro‐learning and assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269-278. https://doi.org/10.1111/jcal.12240
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
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