Microlearning in Teacher Education: Exploring possibilities for Cultural Shifts through Student Teachers’ Satisfaction

Abstract

Teacher education often imposes a heavy content load on student teachers, fostering a culture of overload. One proposed solution is the integration of microlearning courses, which provide short, flexible, and modular learning experiences. The incorporation of microlearning may influence pedagogical practices while also shifting cultural expectations regarding teaching and learning in higher education. This study examines the implementation of a microlearning course in a teacher education college, focusing on student teachers’ satisfaction. Using an explanatory sequential mixed-methods approach, the study combined quantitative data from an institutional satisfaction survey and unit-level satisfaction questionnaires. Findings indicated moderately high levels of satisfaction levels of satisfaction across microlearning units and the course as a whole. The technological design and pedagogy aspects were found to contribute more to student teachers' satisfaction compared to the instructor assistance and content aspects. Qualitative analysis of open-ended responses revealed that student teachers highly valued the technology design and autonomy afforded by the microlearning format. However, a small number of student teachers preferred traditional face-to-face interaction with teacher educators. Notably, institutional survey results showed that overall satisfaction with the microlearning course was similar to student teachers’ satisfaction with non-microlearning online courses. These findings highlight a cultural tension between guided and autonomous learning within teacher education, emphasizing the importance of addressing the diverse needs of student teachers as teacher education moves toward a technology-enhanced learning culture.