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This study examines the effects of implementing a Flipped Mobile-Based Micro-learning (FMM) approach on postgraduate students' accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.
Keywords: flipped learning; microlearning; postgraduate students' accessibility, engagement and knowledge retention
Introduction
The rapid technological advancements have brought about significant transformations in various aspects of our lives, including how we live, work and communicate. Educational institutions have witnessed a growing interest in innovative pedagogical approaches, particularly those utilising digital technologies, to enhance student learning outcomes.
The integration of digital technologies in education has the potential to revolutionise traditional teaching methods and create more engaging, interactive and personalised learning experiences for students (Yeung et al., 2021). With the ability to communicate quickly and efficiently with large groups of people, it is not surprising that emerging technologies are increasingly being integrated into educational settings to enhance the effectiveness of teaching and learning (Yeung et ah, 2021).
With the pervasive availability and adoption of mobile devices, mobile-based learning has emerged as a flexible and accessible mode of education (Kohnke, 2023; Leong et al., 2021; Yeung et al., 2021). Mobile devices, such as smartphones and tablets, provide learners with anytime, anywhere access to learning materials, fostering a learner-centred environment (Krygier et ah, 2022).
Additionally, the emergence of microlearning as an instructional design strategy has gained attention for its ability to deliver content in bite-sized, easily digestible units, aligning with learners' cognitive processes and facilitating better knowledge retention and accessibility (Hao et ah, 2022; Kohnke, 2023; Krygier et ak, 2022; Major...