MicroLearning via Telegram: Online University Teaching in Spain

Abstract

Technology and education offer the possibility of teaching through mobile devices in microLearning format. We analyzed the effects of a MicroLearning experience via Telegram in the satisfaction with the activity, academic engagement, knowledge acquisition and personal transfer. We used a quasi-experimental pre-post design with non-equivalent control group and sampling for convenience. The intervention consisted of a microLearning activity taught in audio format via Telegram that required reflection, documentation, and oral communication. The standard intervention applied a traditional task in distance education consisting of a written assignment that required reflection and documentation. Participants were 215 students from Universidad a Distancia de Madrid (Udima). We measured academic engagement (EQ), satisfaction with the training, personal transfer, and knowledge acquired. Data analyses included descriptive statistics, confirmatory factor analysis (CFA) and t-test for independent samples. Results will be representative for the students of the courses analyzed, and data collected will contribute to the process of innovation based on evidence at Udima. Results will contribute to theory building in MicroLearning and mobile teaching evaluation. Implications for online teachers are described.