THE EFFECTIVENESS OF MICRO-BASED BLENDED LEARNING MODEL IN HIGHER EDUCATION

Abstract

This experimental research aimed to assess the effectiveness of a micro-based blended learning approach as a substitute for exclusive online learning within higher education. The research was conducted using a single-shot casework design with 70 lecturers across multiple universities in Istanbul, Turkey, as participants, selected via simple random sampling. Data was gathered through a 15-item questionnaire and analyzed using multiple regression. Results showed that the micro-based blended learning model enhanced effectiveness, with scores ranging from 93-96% compared to 70-74% prior to implementation. The model explained 85.20% of the variance in learning effectiveness following the pandemic. The micro-based blended approach is more effective and successful than solely virtual education. Integrating online and in-person micro-learning modules improved student outcomes, comprehension, engagement and expression. The study provides strong empirical evidence to support adopting the micro-based blended learning model as a viable alternative to fully online learning in the post-COVID-19 disruptions in higher education.