The Use of Microlearning as a Complement to Face-to-Face Classes to Reduce Dropout and Improve Academic Success in Higher Education Mathematics

DOI

10.2991/978-94-6463-332-0_7How to use a DOI?

Keywords

academic success; dropout; higher education; mathematics; microlearning

Abstract

This paper highlights the importance of integrating microlearning and digital education as complementary strategies to combat classroom dropout and enhance academic success in higher education mathematics in Portugal. The study proposes the implementation of microlearning, focusing on fundamental concepts, as a key tool for learning recovery. The implementation of microlearning and digital education will be carried out in three phases: Short videos addressing key concepts, will be created using a visual and concise approach to facilitate student comprehension. These resources will be made available on an online platform accessible to students. The videos will be incorporated as supplements to mathematics face-to-face classes. Students will have access to the videos before the classes, allowing them to prepare and review concepts in advance. Quantitative and qualitative data will be collected on dropout rates, academic performance, and student feedback. Regular assessments will be conducted to measure the effectiveness of this strategy. It is expected that the integration of microlearning will provide students with a flexible and accessible way to review concepts, fill knowledge gaps, and reduce classroom dropout rates. The use of microlearning resources is anticipated to lead to a significant increase in students’ academic performance, resulting in higher final grades. It is expected that students will appreciate the convenience of microlearning videos, allowing them to learn at their own pace and review content according to their individual needs. The implementation of microlearning and digital education as supplements to face-to-face classes represents a promising strategy to address the challenges of classroom dropout and academic success in higher education mathematics in Portugal. This approach aims to create a more inclusive, flexible, and effective educational environment, benefiting students and promoting academic success. Ongoing research and evaluation will be essential to adapt and enhance these strategies over time, ensuring they meet the ever-evolving needs of students.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Carla Martinho
AU  - Célia Fernandes
AU  - Manuel Martins
PY  - 2023
DA  - 2023/12/18
TI  - The Use of Microlearning as a Complement to Face-to-Face Classes to Reduce Dropout and Improve Academic Success in Higher Education Mathematics
BT  - Proceedings of the 5th International Conference on Statistics, Mathematics, Teaching, and Research 2023 (ICSMTR 2023)
PB  - Atlantis Press
SP  - 54
EP  - 59
SN  - 2352-538X
UR  - https://doi.org/10.2991/978-94-6463-332-0_7
DO  - 10.2991/978-94-6463-332-0_7
ID  - Martinho2023
ER  -