2023 ASEE Annual Conference & Exposition

In this full research paper, we aim to enhance the instructional delivery of CIT 21400 (Introduction to Data Management) at a Midwestern university to improve students learning experience and to better engage students as they learn and apply the foundational database concepts. Introductory programming courses such as database programming and design represent crucial milestones in IT education, as they reflect students' ability to solve problems and design appropriate solutions. But, for novice programmers learning SQL (Structured Query Language) programming and logical database design concepts is a challenging task because while writing SQL programs, students not only have to apply theoretical concepts such as syntax and semantics but also practical concepts such as problem-solving at the same time, which results in cognitive. Furthermore, the current university students are mobile-savvy, and their learning needs are immediate and interactive. They prefer autonomy, learning in a short period of time, and immediate application of the knowledge they acquired. Thus, to engage and motivate these students, a new instructional strategy that is cognizant of their learning needs is needed.

This work entails the complete redesign of CIT 21400 through microlearning-based instruction based on student needs and course learning objectives. Microlearning is a successful form of learner-centered instructional approach with many features that should help undergraduate students master introductory programming concepts. In the microlearning approach, the learning content is alienated into small, targeted activities that are delivered digitally in an easily consumable form. Some of the benefits of microlearning include (1) increased learning performance, (2) better knowledge retention, (3) increased learner engagement, (4) improved learner attitudes, and (5) high learner satisfaction. Even though microlearning has gained increased popularity in CS & IT education, it still has received little attention for teaching introductory core programming courses. In this work, based on principles outlined in the literature, we integrated microlearning intervention to teach database programming.

To validate the effectiveness of the microlearning instructional approach, in the fall of 2021 we conducted a pilot study for CIT 21400. In this pilot study, the first half of the course content was delivered using microlearning instruction whereas the second half of the course content was delivered using pre-recorded video lectures. The following research questions guided this study:
1. What is the difference between students’ performance while learning through microlearning instruction and recorded video lectures?
2. How do students perceive using microlearning instruction to learn introductory database concepts?

The present study provides insightful findings on the claim that microlearning is an instructional method -- that can help students learn complex introductory programming concepts better. We found that students scored significantly higher in quizzes while using microlearning content compared to recorded class lectures; furthermore, we also found participants preferred microlearning instruction compared to recorded video lectures to learn complex database programming concepts. This study also revealed various perceived benefits and associated challenges while using microlearning instruction. However, the results need further validation to provide guidelines to educators to use microlearning as a viable instructional approach for teaching introductory programming concepts.