Abstract
This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after the participants were exposed to microlearning. The findings illuminated that microlearning was perceived as flexible and stress-free and allowed teachers to focus on relevant and immediate tasks using bite-sized learning segments to achieve digital growth. Such activities created favourable conditions to equip them with the skills necessary to teach effectively in the context of the “new normal”. Moreover, the study shed light on how previous TPD activities were often considered too general to improve teachers’ digital competence. It concluded with a call for more research on microlearning and TPD for OBL to help teachers gain pedagogical, theoretical and practical knowledge to enhance their teaching.
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Acknowledgements
Di Zou’s work is supported by the Inter-Institutional Collaborative Activities Portion Project T5004, The University Grants Committee, Hong Kong.
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Appendices
Appendix 1 Sample questionnaire
Appendix 2
Table 3
Appendix 3 Interview questions
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1.
What’s been your experience with TPD in OBL during your career? What type of activities have you generally attended? Sought out? Why?
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2.
What are you looking for in a TPD in OBL?
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3.
Have they helped you to develop your OBL? Why?
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4.
How long do you think TPD in OBL should last? Why?
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5.
When should they ideally be offered? Why?
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6.
What do you think you need to know and learn to be successful in OBL? Why?
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7.
How effectively do you use digital tools in preparation, teaching, and assessments? What digital tools do you use? Why?
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8.
Do you think they help your students acquire the English language? Why?
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9.
Can you tell us story of how you use one of the tools?
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10.
Based on your experience of participating in microlearning in OBL? What are the main differences between a traditional TPD and microlearning TPD?
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11.
Has microlearning helped you to develop your OBL skills and knowledge? What has been the essential components? Why?
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Kohnke, L., Foung, D. & Zou, D. Microlearning: A new normal for flexible teacher professional development in online and blended learning. Educ Inf Technol 29, 4457–4480 (2024). https://doi.org/10.1007/s10639-023-11964-6
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DOI: https://doi.org/10.1007/s10639-023-11964-6