From Classroom to Microlearning: Comparing Learner Perceptions of Traditional and Innovative Approaches in Lifelong and Adult Education in Tanzania
DOI:
https://doi.org/10.70148/rise.v3i4.8Keywords:
Blended learning; microlearning; traditional learning; Tanzania; adult learningAbstract
Access to quality adult education remains a significant challenge in many developing countries due to low technology adoption, inadequate teaching materials, and adult family responsibilities. Traditional educational models often fail to address the diverse needs of learners, highlighting the need to adopt innovative approaches. This study examined challenges of traditional classroom learning, compared learners’ perceptions of its effectiveness to blended and microlearning, and assessed differences in perceived effectiveness among the approaches. Using quantitative survey design combining both descriptive and analytic components, a total of 227 graduate and ongoing adult learners were studied. Data were analyzed using means, frequencies, thematic analysis, the Relative Importance Index (RII), and one-way ANOVA. Time constraints and lack of flexibility (RII= 0.86) was the most significant challenge of traditional face-to-face learning. Mean scores indicated that blended learning and microlearning were perceived as more effective than traditional learning. Furthermore, ANOVA results demonstrated that blended learning and microlearning were associated with significantly higher effectiveness scores compared to traditional face-to-face learning. Based on the findings, this study offers practical insights in improving accessibility, engagement, and learning effectiveness among adult learners.
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