Abstract
Online and blended learning (OBL) requires a different skill set than face-to-face teaching. The ability to facilitate student-centered teaching by integrating technological information and communication technology (ICT) in pedagogically effective ways is urgently needed. This study explored the microlearning experience of twelve English as a second language teachers at a Hong Kong university as a form of teacher professional development (TPD) to prepare them for the transition to OBL during the COVID-19 pandemic. Qualitative data was collected through semi-structured interviews to capture a holistic overview of teachers’ experience with bite-size, practical, and easily digestible TPD directly relevant to teachers’ practice. The findings indicate that teachers found the microlearning TPD activities to be quick, relevant, and engaging; they provided practical knowledge and confidence. Such activities are suggested to create favorable conditions to equip teachers with the necessary skills in OBL. Effective TPD for English as a second language teachers should focus on improving digital competence through short learning activities situated in the specific teaching context and providing input through activities in various modalities.
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Kohnke, L., Foung, D. (2023). Exploring Microlearning for Teacher Professional Development: Voices from Hong Kong. In: Tafazoli, D., Picard, M. (eds) Handbook of CALL Teacher Education and Professional Development. Springer, Singapore. https://doi.org/10.1007/978-981-99-0514-0_17
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