Bite-sized structured learning: A preferred self-paced approach that enhanced learning of muscle physiology for allied health students.

Abstract

Muscle physiology is often perceived as a complex topic by students due to the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of (1) bite-sized structured learning (BSL) and (2) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures with the first taught via BSL, and the second via SZL. Pre- and post-quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions towards the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference and convenience. A total of 223 and 215 students completed both pre- and post-quizzes for BSL and SZL respectively. Student performances were improved via both modes (p<0.001) with a higher median score improvement in BSL when compared to SZL [3.0 (1.0-4.0) vs 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference towards BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well-structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes as their complementary advantages may enhance students' learning.