Học vi mô trong đào tạo giáo viên: Ưu điểm, giới hạn và điều kiện triển khai từ góc nhìn sinh viên sư phạm
Tóm tắt
Microlearning has emerged as a novel approach in the context of the rapid expansion of online education and the ongoing transformation of higher education. This study explores the perspectives of pre-service teachers from the dual viewpoints of current learners and future educators, aiming to identify the advantages and limitations of the microlearning approach in teacher education. Following four pilot learning sessions, 20 pre-service teachers participated in focus group interviews. The data were analyzed using a hybrid thematic analysis approach, combining deductive coding based on an initial theoretical framework with inductive coding derived from the empirical data. The findings indicate that microlearning is positively perceived for its flexibility, ability to segment content into manageable units, support for knowledge retention, and facilitation of self-paced learning. However, participants also identified five major limitations: the lack of direct interaction with instructors, the high level of self-discipline required, the risk of insufficient depth due to the brevity of content, difficulties in applying the approach to practical or specialized subjects, and its dependence on technological infrastructure and device accessibility. The study suggests that microlearning should be implemented as a component of a blended learning model rather than as a complete replacement for traditional classroom instruction.
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