Microlearning in the Constructivist Classroom: Objectives, Textuality, and the Challenges of Capitalist Education

Potential Abstract:
This research article explores the integration of microlearning strategies in constructivist classrooms, considering the dynamic relationship between educational objectives, textuality, and the challenges posed by capitalist education systems. Microlearning, a pedagogical approach that focuses on short, targeted bursts of learning, has gained attention for its potential to enhance student engagement and promote deeper understanding. However, its implementation within constructivist frameworks remains underexplored.

Drawing on a comprehensive literature review, this study aims to examine the role of microlearning in facilitating constructivist learning experiences, considering the diverse objectives of education and the influence of capitalist systems. The theoretical foundation combines key principles of constructivist learning with insights into the complexities of contemporary educational landscapes. Moreover, it situates textuality as a crucial element in the construction of knowledge and understanding, acknowledging the multifaceted nature of textual resources within microlearning settings.

The research adopts a mixed-methods approach, employing both qualitative and quantitative data collection methods. A series of case studies will be conducted in select classrooms that implement microlearning techniques, exploring the alignment between the microlearning activities and the intended educational objectives. Classroom observations, student and teacher interviews, as well as pre- and post-assessments will provide a comprehensive understanding of the impact of microlearning on student learning outcomes and engagement.

By critically examining the incorporation of microlearning strategies in constructivist classrooms, this study aims to shed light on the potential benefits and challenges associated with this approach. It also seeks to deepen the understanding of how capitalist education systems and their underlying objectives influence the implementation and effectiveness of microlearning. The findings will contribute to the existing literature on constructivist pedagogy, microlearning, and the interplay between education and capitalism.

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