Designing Social Micro-Learning Interventions for Blended Learning Scenarios in Higher Education: Mixed Methods Case Study at Macromedia University of Applied Sciences

This doctoral thesis explores the role of social micro-learning in enhancing blended learning within higher education. Addressing the shift towards digital and competency-based teaching, the main research question was formulated as follows: “How valuable is it for higher education to support blended learning with social micro-learning interventions?”

The research, conducted as a mixed-methods case study, begins with an examination of current practices at Macromedia University in Germany. A specially developed survey provides information about students’ experiences and perceptions of blended learning. Pedagogical measures to improve the blended learning environment are then developed and implemented using the ADDIE model. A comparative analysis of student surveys from different semesters evaluates the impact of these interventions. Results reveal that social micro-learning significantly enhances student engagement and learning outcomes. The findings further highlight the importance of considering both didactic and digital transformation in university teaching and provide a theoretical framework for future research in this field.

Overall, this work contributes to the broader discourse on effectively integrating technology and learner-centric approaches in higher education. It will provide valuable insights into the current state of blended learning in higher education and the potential impact of social microlearning interventions on student learning experiences and outcomes. The work emphasises the
evolving nature of higher education teaching and highlights the need to adapt pedagogical strategies to incorporate both digital innovations and best pedagogical practices.