Opportunities and Challenges of employing Microlearning in the Madrasati platform from the perspective of General Education Teachers in the Kingdom of Saudi Arabia and their Attitudes towards its use
Abstract
This study aimed to Investigate the opportunities and challenges of micro-learning through the Madrasati platform among General education teachers in the Qunfudhah Education Department in the Kingdom of Saudi Arabia, their attitudes towards it, as well as to identify the impact of some variables related to the sample members on the attitude towards micro-learning. A Concurrent Embedded Mixed Research Design was used. The research sample for the quantitative tools consisted of (150) male and female General education teachers in Qunfudhah Governorate who use the Madrasati platform and the micro-learning system. The qualitative sample consisted of (10) male and female teachers drawn from the first sample. The research tools consisted of a semi-structured interview and a scale of attitudes towards using micro-learning. The results of the semi-structured interview indicated that micro-learning opportunities through the Madrasati platform, from the teachers' perspective, were identified in the factors of simplifying micro-learning of educational content and creating an attractive learning environment that improves opportunities for self-learning, increases student interaction with the content, enhances knowledge retention, takes into account individual differences, and raises the efficiency of learning outcomes. The results indicated that the most significant challenges faced when using microlearning via the Madrasati platform were the scarcity of resources and the need for further teacher training in designing microlearning materials and enhancing teachers' digital skills. Regarding teachers' attitudes toward using microlearning, the results indicated a positive trend toward its use and benefiting from its educational potential. The results did not indicate any differences among teachers related to gender, age, qualifications, or years of experience. However, the results indicated differences in attitude scores attributed to the level of teacher training.
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