Cyberlearning Model with Microlearning Strategies to Enhance Edutechpreneurship Skills for University Students
https://doi.org/10.35877/454RI.asci4363
Keywords:
Cyberlearning Model, Edutechpreneurship skills, Microlearning, Strategies
Viewed = 0 time(s)
Viewed = 0 time(s)
Abstract
The rapid growth of the education technology (edutech) sector demands the development of entrepreneurial skills among university students to foster innovation and address educational challenges. This study employed the 4D instructional design model—Define, Design, Develop, and Disseminate—by creating an online platform that features personalized learning paths, interactive modules, collaborative tools, and real-time analytics. This research design was employed with 100 university students specializing in education and technology. Over eight weeks, participants engaged with microlearning modules focused on key entrepreneurial concepts and collaborated on projects simulating real-world Edutech scenarios. The findings show that online microlearning models prioritize technological accessibility, quality content, engagement, and flexibility, which are in high demand. Microlearning with short modules and interactive videos improves comprehension and engagement. Task and Concept Analyses frame learning and deepen understanding of key concepts, enabling students to apply learning outcomes. The cyberlearning model used criterion-referenced exams, evaluation tools, and interactive media like short movies, infographics, and gamification to increase edutechpreneurship. A Wilcoxon Signed Rank Test analysis revealed a significant difference between pre-test and post-test scores (p-value < 0.05). The cyber learning model boosted students' Edutechpreneurship skills. Edutechpreneurship, which combines educational technology and entrepreneurship, improves online learning and promotes entrepreneurship. This model requires entrepreneurship education in online learning platforms. This research offers valuable insights into innovative educational practices that prepare students to lead and innovate in the evolving EdTech industry. The model is effective and relevant to augment depth, readability, and personalization for an optimal learning experience
Downloads
Download data is not yet available.
References
Bacigalupo, Kampylis, Punie, & Van den Brande. (2016). EntreComp: The entrepreneurship competence framework. Publications Office. https://data.europa.eu/doi/10.2791/593884
Creswell, J. W. (2013). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth Indian edition). PHI Learning Private Limited.
Creswell, J. W. (2014a). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Creswell, J. W. (2014b). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed). SAGE Publications.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A New Learning Model. Journal of Hospitality & Tourism Research, 44(3), 551–561. https://doi.org/10.1177/1096348020901579
El-Hmoudova, D. (2014). MOOCs Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences, 131, 29–34. https://doi.org/10.1016/j.sbspro.2014.04.074
El-Hmoudova, D. (2015). Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences, 191, 1618–1622. https://doi.org/10.1016/j.sbspro.2015.04.587
Fidan, M. (2023). The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, 28(10), 12687–12714. https://doi.org/10.1007/s10639-023-11639-2
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Giurgiu, L. (2017). Microlearning an Evolving Elearning Trend. Scientific Bulletin, 22(1), 18–23. https://doi.org/10.1515/bsaft-2017-0003
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Khong, H. K., & Kabilan, M. K. (2022). A Theoretical Model of Micro-Learning for Second Language Instruction. Computer Assisted Language Learning, 35(7), 1483–1506. https://doi.org/10.1080/09588221.2020.1818786
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-Regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001
Koe, W.-L., Nordin, N. M., & Yeo, B. L. (2023). The Effect of Online Student Engagement on University Students’ Entrepreneurial Intention. 604–614. https://doi.org/10.15405/epfe.23081.53
Kolb, A. Y., & Kolb, D. A. (2022). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning and Teaching in Higher Education, 1(1), 38. https://doi.org/10.46787/elthe.v1i1.3362
Lai, J. W. M., & Bower, M. (2019). How Is the Use of Technology in Education Evaluated? A Systematic Review. Computers & Education, 133, 27–42. https://doi.org/10.1016/j.compedu.2019.01.010
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based and Community-Based Participatory Research Approaches. The Guilford Press.
Lee, R., & Faulkner, M. (2011). The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning. E-Learning and Digital Media, 8(1), 58–67. https://doi.org/10.2304/elea.2011.8.1.58
Maddox, L., Patino, A., Kaltcheva, V. D., & Pitta, D. A. (2018). Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching. Journal of Advertising Education, 22(1), 23–23. https://doi.org/10.1177/1098048218768593
Marinskaya, A. P. (2020). Micro-Learning Efficiency For Foreign Language Teaching. 643–649. https://doi.org/10.15405/epsbs.2020.12.02.85
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record: The Voice of Scholarship in Education, 115(3), 1–47. https://doi.org/10.1177/016146811311500307
Monib, W. K., Qazi, A., Apong, R. A., & Mahmud, M. M. (2024). Investigating Learners’ Perceptions of Microlearning: Factors Influencing Learning Outcomes. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3472113
Mwambe, O., & Kamioka, E. (2019). Utilization of Learners’ Metacognitive Experiences to Monitor Learners’ Cognition States in e-Learning Platforms. International Journal of Information and Education Technology, 9(5), 362–365. https://doi.org/10.18178/ijiet.2019.9.5.1227
Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda. Academy of Management Learning & Education, 16(2), 277–299. https://doi.org/10.5465/amle.2015.0026
Nambisan, S. (2017). Digital Entrepreneurship: Toward a Digital Technology Perspective of Entrepreneurship. Entrepreneurship Theory and Practice, 41(6), 1029–1055. https://doi.org/10.1111/etap.12254
Neck, H. M., & Corbett, A. C. (2018). The Scholarship of Teaching and Learning Entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1), 8–41. https://doi.org/10.1177/2515127417737286
Nikou, S. A., & Economides, A. A. (2018). Mobile‐Based Micro‐Learning and Assessment: Impact on Learning Performance and Motivation of High School Students. Journal of Computer Assisted Learning, 34(3), 269–278. https://doi.org/10.1111/jcal.12240
Nurhikmah, Febriati, F., & Ervianti, E. (2021). The Impact of Computer-based Test and Students’ Ability in Computer Self—Efficacy on Mathematics Learning Outcomes. Journal of Education Technology, 5(4), 603. https://doi.org/10.23887/jet.v5i4.34942
Nurhikmah, H., Saman, A., Pattaufi, Sujarwo, & Mawarni, S. (2023). Blended Learning and Computers Self-efficacy Towards Students Learning Outcomes. In R. Harold Elby Sendouw, T. Pangalila, S. Pasandaran, & V. P. Rantung (Eds), Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (Vol. 698, pp. 106–114). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0_14
Picciano, A. G. (2021). Theories and frameworks for online education: Seeking an integrated model. In A guide to administering distance learning. BRILL. https://doi.org/10.1163/9789004471382
Pittaway, L. A., Gazzard, J., Shore, A., & Williamson, T. (2015). Student Clubs: Experiences in Entrepreneurial Learning. Entrepreneurship & Regional Development, 27(3–4), 127–153. https://doi.org/10.1080/08985626.2015.1014865
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130–131. https://doi.org/10.1126/science.aav7958
Rideout, E. C., & Gray, D. O. (2013). Does Entrepreneurship Education Really Work? A Review and Methodological Critique of the Empirical Literature on the Effects of University-Based Entrepreneurship Education. Journal of Small Business Management, 51(3), 329–351. https://doi.org/10.1111/jsbm.12021
Rippa, P., & Secundo, G. (2019). Digital academic entrepreneurship: The potential of digital technologies on academic entrepreneurship. Technological Forecasting and Social Change, 146, 900–911. https://doi.org/10.1016/j.techfore.2018.07.013
Sarker, I. H. (2021). CyberLearning: Effectiveness Analysis of Machine Learning Security Modeling to Detect Cyber-Anomalies and Multi-Attacks. Internet of Things, 14. https://doi.org/10.1016/j.iot.2021.100393
Schneider, B., & Pea, R. (2017). Real-Time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality. Educational Media and Technology Yearbook, 40. https://link.springer.com/chapter/10.1007/978-3-319-45001-8_7
Shail, M. S. (2019). Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature. Cureus, 11(8). https://doi.org/10.7759/cureus.5307
Shala, A., & Grajcevci, A. (2023). ICT and Internet Usage among Kosovar Students: The Impact of Trends on Achievement in the PISA Scales. Journal of Learning for Development, 10(1), 122–133. https://doi.org/10.56059/jl4d.v10i1.775
Wang, Y. (2021). The Influence of Virtual Reality Technology on the Cultivation of Agricultural Students. Mobile Information Systems, 2021, 1–8. https://doi.org/10.1155/2021/7699106
Creswell, J. W. (2013). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth Indian edition). PHI Learning Private Limited.
Creswell, J. W. (2014a). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Creswell, J. W. (2014b). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed). SAGE Publications.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A New Learning Model. Journal of Hospitality & Tourism Research, 44(3), 551–561. https://doi.org/10.1177/1096348020901579
El-Hmoudova, D. (2014). MOOCs Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences, 131, 29–34. https://doi.org/10.1016/j.sbspro.2014.04.074
El-Hmoudova, D. (2015). Motivation and Communication in the Cyber Learning Environment. Procedia - Social and Behavioral Sciences, 191, 1618–1622. https://doi.org/10.1016/j.sbspro.2015.04.587
Fidan, M. (2023). The effects of microlearning-supported flipped classroom on pre-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, 28(10), 12687–12714. https://doi.org/10.1007/s10639-023-11639-2
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Giurgiu, L. (2017). Microlearning an Evolving Elearning Trend. Scientific Bulletin, 22(1), 18–23. https://doi.org/10.1515/bsaft-2017-0003
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Khong, H. K., & Kabilan, M. K. (2022). A Theoretical Model of Micro-Learning for Second Language Instruction. Computer Assisted Language Learning, 35(7), 1483–1506. https://doi.org/10.1080/09588221.2020.1818786
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-Regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001
Koe, W.-L., Nordin, N. M., & Yeo, B. L. (2023). The Effect of Online Student Engagement on University Students’ Entrepreneurial Intention. 604–614. https://doi.org/10.15405/epfe.23081.53
Kolb, A. Y., & Kolb, D. A. (2022). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning and Teaching in Higher Education, 1(1), 38. https://doi.org/10.46787/elthe.v1i1.3362
Lai, J. W. M., & Bower, M. (2019). How Is the Use of Technology in Education Evaluated? A Systematic Review. Computers & Education, 133, 27–42. https://doi.org/10.1016/j.compedu.2019.01.010
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based and Community-Based Participatory Research Approaches. The Guilford Press.
Lee, R., & Faulkner, M. (2011). The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning. E-Learning and Digital Media, 8(1), 58–67. https://doi.org/10.2304/elea.2011.8.1.58
Maddox, L., Patino, A., Kaltcheva, V. D., & Pitta, D. A. (2018). Integration of an Online Curriculum with a Real-World Exercise: A Step Beyond Traditional Classroom Teaching. Journal of Advertising Education, 22(1), 23–23. https://doi.org/10.1177/1098048218768593
Marinskaya, A. P. (2020). Micro-Learning Efficiency For Foreign Language Teaching. 643–649. https://doi.org/10.15405/epsbs.2020.12.02.85
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record: The Voice of Scholarship in Education, 115(3), 1–47. https://doi.org/10.1177/016146811311500307
Monib, W. K., Qazi, A., Apong, R. A., & Mahmud, M. M. (2024). Investigating Learners’ Perceptions of Microlearning: Factors Influencing Learning Outcomes. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3472113
Mwambe, O., & Kamioka, E. (2019). Utilization of Learners’ Metacognitive Experiences to Monitor Learners’ Cognition States in e-Learning Platforms. International Journal of Information and Education Technology, 9(5), 362–365. https://doi.org/10.18178/ijiet.2019.9.5.1227
Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda. Academy of Management Learning & Education, 16(2), 277–299. https://doi.org/10.5465/amle.2015.0026
Nambisan, S. (2017). Digital Entrepreneurship: Toward a Digital Technology Perspective of Entrepreneurship. Entrepreneurship Theory and Practice, 41(6), 1029–1055. https://doi.org/10.1111/etap.12254
Neck, H. M., & Corbett, A. C. (2018). The Scholarship of Teaching and Learning Entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1), 8–41. https://doi.org/10.1177/2515127417737286
Nikou, S. A., & Economides, A. A. (2018). Mobile‐Based Micro‐Learning and Assessment: Impact on Learning Performance and Motivation of High School Students. Journal of Computer Assisted Learning, 34(3), 269–278. https://doi.org/10.1111/jcal.12240
Nurhikmah, Febriati, F., & Ervianti, E. (2021). The Impact of Computer-based Test and Students’ Ability in Computer Self—Efficacy on Mathematics Learning Outcomes. Journal of Education Technology, 5(4), 603. https://doi.org/10.23887/jet.v5i4.34942
Nurhikmah, H., Saman, A., Pattaufi, Sujarwo, & Mawarni, S. (2023). Blended Learning and Computers Self-efficacy Towards Students Learning Outcomes. In R. Harold Elby Sendouw, T. Pangalila, S. Pasandaran, & V. P. Rantung (Eds), Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (Vol. 698, pp. 106–114). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0_14
Picciano, A. G. (2021). Theories and frameworks for online education: Seeking an integrated model. In A guide to administering distance learning. BRILL. https://doi.org/10.1163/9789004471382
Pittaway, L. A., Gazzard, J., Shore, A., & Williamson, T. (2015). Student Clubs: Experiences in Entrepreneurial Learning. Entrepreneurship & Regional Development, 27(3–4), 127–153. https://doi.org/10.1080/08985626.2015.1014865
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130–131. https://doi.org/10.1126/science.aav7958
Rideout, E. C., & Gray, D. O. (2013). Does Entrepreneurship Education Really Work? A Review and Methodological Critique of the Empirical Literature on the Effects of University-Based Entrepreneurship Education. Journal of Small Business Management, 51(3), 329–351. https://doi.org/10.1111/jsbm.12021
Rippa, P., & Secundo, G. (2019). Digital academic entrepreneurship: The potential of digital technologies on academic entrepreneurship. Technological Forecasting and Social Change, 146, 900–911. https://doi.org/10.1016/j.techfore.2018.07.013
Sarker, I. H. (2021). CyberLearning: Effectiveness Analysis of Machine Learning Security Modeling to Detect Cyber-Anomalies and Multi-Attacks. Internet of Things, 14. https://doi.org/10.1016/j.iot.2021.100393
Schneider, B., & Pea, R. (2017). Real-Time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality. Educational Media and Technology Yearbook, 40. https://link.springer.com/chapter/10.1007/978-3-319-45001-8_7
Shail, M. S. (2019). Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature. Cureus, 11(8). https://doi.org/10.7759/cureus.5307
Shala, A., & Grajcevci, A. (2023). ICT and Internet Usage among Kosovar Students: The Impact of Trends on Achievement in the PISA Scales. Journal of Learning for Development, 10(1), 122–133. https://doi.org/10.56059/jl4d.v10i1.775
Wang, Y. (2021). The Influence of Virtual Reality Technology on the Cultivation of Agricultural Students. Mobile Information Systems, 2021, 1–8. https://doi.org/10.1155/2021/7699106
Published
2025-12-31
Issue
Section
Articles
How to Cite
H., N., Mappalotteng, A. M., Hakim, A., Dewi, L., Hidayanti, A., & Dewi, U. (2025). Cyberlearning Model with Microlearning Strategies to Enhance Edutechpreneurship Skills for University Students. Journal of Applied Science, Engineering, Technology, and Education, 7(3), 411-426. https://doi.org/10.35877/454RI.asci4363
Copyright (c) 2025 Nurhikmah H., Abdul Muis Mappalotteng, Abdul Hakim, Laksmi Dewi, Abna Hidayanti, Utari Dewi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
