Microlearning in technical and vocational education and training (TVET): a case study during the coronavirus outbreak in Hong Kong

Purpose – Technical and vocational education and training (TVET) is expected to play a crucial role in the sustainable development of tomorrow’s knowledge economy, as it empowers individuals with skill-development, and promotes employment through offering an alternative educational pathway. The recent COVID-19 pandemic has presented challenges to Hong Kong’s TVET teaching staff, including that campuses have been closed, removing face-to-face instruction options. However, this crisis situation has also presented unique opportunities to create a “tipping point” or conditions that foster innovative teaching practices. In light of these developments, a new form of e-learning, microlearning, has recently been explored by a Hong Kong TVET institution. Microlearning offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. Originally considered as “add-on” complementary online learning resources, to provide learners with an active and more engaging learning experience through flexible learning modes, the possibility of an institution-wide implementation of microlearning has been further explored during the COVID-19 lockdown. This paper examines the Hong Kong TVET institution’s approaches to the adoption of microlearning.
Design/methodology/approach – We present a case study of a Hong Kong TVET institution’s approaches to the adoption of microlearning. More specifically, a student questionnaire was used to gather Engineering students’ (n=496) feedback on the microlearning experience.
Findings – Overall, microlearning appeared to be a promising direction for Hong Kong’s TVET, but its current implementations face challenges and its role may remain supplemental.
Originality/value/implications – The insights gained from examining how a TVET institution can move toward adoption of microlearning, with its promise and challenges, will contribute useful knowledge to TVET and other institutions attempting a similar adoption. The strategies discussed in this paper will help Hong Kong TVET institutions to fully take advantage of the opportunities of microlearning, and to address challenges for implementation. This study will also be of interest to online delivery and flipped classroom advocates.