A Study of Preferred Learning Time of Online Learner in Multimedia Microlearning in Higher Education Context

Abstract

This study aims to explore “when would online learners prefer to interact with multimedia microlearning” in higher education context. Although microlearning is an emerging topic, most of the previous studies were focus on reporting the application results of microlearning, only very few of previous works were specifically conducted on discussing when would online learners prefer to interact with multimedia microlearning. An online questionnaire was used to collect learners’ preference on video-based multimedia microlearning. In total, 77 respondents attempted the survey, the response rate is 32.6%. The findings from this study indicate that more learners prefer to study during morning or afternoon rather than evening or midnight time (H2) (p<0.05). On the other hand, there is no significant difference on when to attempt assessment (H1) and on gender issue (H3, H4). To conclude, assessment for microlearning video can be arranged during the video or after the video, learners prefer learning during daytime and gender does not make significance difference on such preferences. The findings from this study generates knowledge to fill the research gap in the field of microlearning. According to the researcher’s best knowledge, this is the first time that a study like this had been conducted to review and discuss the online learners’ preferences on interacting multimedia microlearning. Hopefully, this study could shed some lights on future directions of the development of microlearning.