Design and evaluation of a novel digital teaching and learning process for higher education: a proof-of-concept study

Source abstract

Introduction Digital transformation in higher education has increased the demand for instructional approaches that promote learner engagement, inclusivity, information literacy, and self-directed learning. Although microlearning, Universal Design for Learning (UDL), and constructive alignment have individually demonstrated educational benefits, limited research has explored their integration within a unified pedagogical framework. This study designed and evaluated a novel digital teaching and learning process that integrates microlearning, connective alignment, and the principles of UDL to enhance teaching and learning in higher education. Methods To evaluate the impact of the novel digital teaching and learning process, a case study was conducted in the “Evidence-Based Practice in Physiotherapy” course in the BSc in Physiotherapy curriculum. A mixed-methods proof-of-concept study employing a randomized crossover design was conducted to evaluate the academic effectiveness, the students’ perceptions of the teaching, and the students’ satisfaction. Quantitative data were collected using assessments of academic performance, information literacy, and perception of the educational environment. Paired and independent t -tests were used to compare learning outcomes between intervention conditions. Linear mixed-effects modeling was used to account for repeated measures. Qualitative data from focus group discussions were analyzed using thematic analysis to explore the students’ experiences of the novel educational process. Results Students demonstrated higher academic performance when learning through the proposed digital educational process compared with conventional instruction, with an estimated mean difference of approximately 18 points on a 100-point assessment scale. Participants also reported more positive perceptions of the learning environment and high levels of satisfaction with the digital learning experience. Qualitative findings revealed enhanced learner engagement, flexibility, accessibility, peer interaction, and opportunities for self-directed learning. Students particularly valued the microlearning structure, social learning features, and learner-centered design of the intervention. Discussion The findings provide preliminary evidence that integrating microlearning, connective alignment, and UDL principles within a digital learning environment may support improved learning outcomes and positive learner experiences in higher education. However, the study was conducted within a single institution and in a single discipline and employed adapted instruments without formal psychometric validation. Therefore, further multi-institutional, multi-disciplinary research with longer implementation periods and rigorous validation procedures is required to confirm the effectiveness and generalizability of the proposed digital teaching and learning process.