Introduction
In view of the current COVID-19 pandemic, education institutions are on the cusp of fully online learning to deliver lessons and training as traditional teaching and learning methods are faced by challenges (Tang et al.,
2021). It cannot be denied that the continuum of education is vital despite the pandemic and virtual or online learning seems to be the only alternative. Nevertheless, it is also undeniable that before the shift, there has been an exponential rise in open education resources (Clements et al.,
2020) such as massive open online courses (MOOCs) namely Coursera, EdX, and FutureLearn (Chakroun & Keevy,
2018; Kumar & Al-Samarraie,
2019) where such platforms also offer credentialing through structured microlearning strategies (Peacock et al.,
2020) that are interactive, self-directed, and flexible (Lim & Hassan,
2020). Completing learning activities through these platforms are further recognized through various types of credentials such as certificates, digital and open badges (Selvaratnam & Sankey,
2021) that represent a competency or skill attained usually based on a network of evidence-rich credentials (Willis, Strunk, et al., Willis, Strunk, et al.,
2016).
As a result, the MOOC platforms have inadvertently orchestrated the rise of micro-credentials (Wheelahan & Moodie,
2021) especially through industry and third party with collabration. Initially, it was strategized to accommodate the rising cost of formalized learning (LaMagna,
2017), however due to employers’ cynical questioning on the validity of traditional competencies (Gauthier,
2020), micro-credentials stepped up as an alternative path for lifelong learning. Henceforth, as a disruptive innovation (Lim et al.,
2018) even before the pandemic, it has been trusted as a recovery strategy to overcome learning mobility issues especially during Covid-19 (Wheelahan & Moodie,
2021). Therefore, leveling it to cater for upskilling (Eager & Cook,
2020) and reskilling (Cirlan & Loukkola,
2020) which are essential for the ‘new normal’ (Boud & Jorre de St Jorre,
2021). As an example, Coursera’s version of micro-credential is known as MasterTrack Certificate and Professional Certificate; edX offers XSeries, MicroMasters, Professional Certificate and Professional Education; Udacity offers Nanodegree.
In hindsight, it is unsurprising that micro-credentials may potentially expand post-COVID due to the need to rapidly adapt, equip and credit students with beneficial non-degree skills before entering the workforce (Penn State Online Coordinating Council,
2020). According to Ruddy and Ponte (
2019), higher educational institutions (HEI) students are now considering credentials that increase their chances of employment that are easily acquired while adding value to their academic credentials. Nevertheless, as promising as micro-credentials are as a disruptive technology for teaching and learning, there has been limited studies on its pedagogical implementation, adoption (Clements et al.,
2020), and strategies of sustaining it, especially for HEI (Selvaratnam & Sankey,
2021). Furthermore, the use and value of micro-credentials to provide competencies (Hunt et al.,
2020; Young et al.,
2019), its role in higher education and employability is still under research (Pickard et al.,
2018). Ideally, these credentials should be transferable through professional platforms and university transcripts (Lim et al.,
2018; Ruddy & Ponte,
2019). Nevertheless, we are still far from this expectation. Furthermore, some of these organizations do not require HEIs for skills validation as big-tech giants such as IBM, Microsoft, and Oracle provide their own professional credentials such as Google’s Data Analytics Professional Certificate or Microsoft Certified Professional. Hence, placing HEI in a
rat race to either provide and recognize their own credentials or partner with industries that can fulfill these needs for workplace recognition.
In Malaysia, the micro-credential movement in HEIs is relatively new, with accreditation strategies by the Malaysian Qualifications Agency (MQA) being formally implemented only in 2019 (Malaysian Qualifications Agency, 2019). Henceforth, there have been limited studies on its implementation due to its untested approach. Nevertheless, according to West et al. (
2020), such limitation provides an opportunity for researchers to explore the role of micro-credentials in a wider context. Besides, empirical findings by Lim et al. (
2018) highlighted the need to investigate how micro-credentials are accepted and understood when introduced in Malaysian higher education. On the other hand, at present, both educators and learners are faced with challenges of using online learning platforms due to the “new normal”; hence, we defined this as a new identity as a learner. Zimmer et al. (
2021) defined it as digital learning identity (DLI) developed through self-perception of personal skills and beliefs used to overcome challenges in digital learning. We theorized that understanding their identity as a learner and the usefulness and relevance of the course towards their professional growth is fundamental in investigating the effectiveness of the intervention. This is further supported by Willis, Strunk et al. (Willis, Strunk, et al.,
2016) emphasizing investigations on the relationship between identity and enrollment in micro-credentials. Conversely, to date, we have not found any study that highlights learner identity namely a digital learner nor professional learner in influencing their perception of partaking in micro-credential.
Furthermore, as micro-credentials can be delivered either online or through a blended approach (Cirlan & Loukkola,
2020), we aim to investigate its role in facilitating learning as the traditional classroom (brick-and-mortar campus) has been replaced by virtual classrooms conducted through video conferencing tools. This shift is known as emergency remote teaching (ERT) and Bond et al (
2021) described ERT is an unplanned strategy of teaching and learning where any available online and offline resources are used to facilitate teaching during the onset of the pandemic. Recent studies of blended approach such as by Hew et al (
2020), have re-strategized the face-to-face practice by transforming it to a fully online approached by using video conferencing and collaborative tools out of necessity. Therefore, we strategized this study to be orchestrated based on blended approach by adapting the enriched virtual model by focusing on exploring the initial perceptions and digital identity of HEI students towards micro-credentials. Henceforth, the primary aim of this study is to investigate how micro-credentials can complement current learning strategies as an alternative platform that supplements courses that have gone fully online while still reflecting its attributes.
Discussion and conclusion
Based on the qualitative research questions, respondents confirmed that such a platform provides flexibility and options in learning as online asynchronous learning was a much-needed tool to overcome learning challenges during the pandemic. Conversely, online access and contents such as videos, reading materials, and tasks were also beneficial in improving their learning and understanding of the subject, which was often interrupted due to unstable internet connections for weekly classes conducted through video conferencing platforms. Other issues were associated to technical issues such as progress detection that impacted course completion and inept video control function especially unavailability of the forward and rewind functions. Besides, aggregated results for the assessment or activities were also deemed as important feedback which was absent as the platform was not designed to support such information. In addition, while respondents did perceive the micro-credential platform as easy to use and welcomed the idea of a free tool that is openly accessible, they did indicate that online learning, while necessary, often lacks emotional interaction and connectivity usually avail in a traditional classroom, especially between peers and the instructor. Nevertheless, overall, they perceived that the course and modules did influence their identity as a future teacher as the skills and knowledge gained was deemed beneficial in designing and developing meaningful learning experience.
Next, the DLIS validated that the respondents had a positive attitude (M = 4.329, SD = 0.412) towards digital learning as they understood the importance of such a strategy and were equally motivated to learn through the platform as implied by the self-regulated learning factor (M = 4.251, SD = 0.457). According to Zimmer et al. (
2021), self-regulated learning in DLI determines adult learner goal setting, progress monitoring, and reflection regarding their learning process. Henceforth, further validating the challenges faced as an autonomous learner in monitoring learning progress as reflected by the open-ended questions. Besides, the overall DLI score was highly influenced by how technology influences their learning as reflected based on high correlation between factors, namely knowledge achievement, challenges, and knowledge sources. Zimmer et al. (
2021) added that knowledge achievement and sources are a fundamental aspect of shaping teaching practices as positive learning experiences with technology often determine motivation and openness towards using such technology in the future. Moreover, we observe that respondents claim that their experiences with micro-credential and what they have learned from the course will aid them in being better teachers in the future especially in creating meaningful learning experiences. Lastly, a significant correlation between learning attitude, self-regulated learning, and efficacy also indicated that they were comfortable and competent in using technology for autonomous learning; hence validating perceptions indicated by the open-ended question related to benefits. However, we stipulate this as an identity developed based on a need to realize learning goals in the current situation which has influence their online learning experience.
Likewise, the usefulness and relevance of the micro-credential were further validated based on the COLLES survey. Firstly, the respondents did portray a positive professional relevance (M = 4.129, SD 0.640), indicating how the course and modules were relevant to their future professional practices, hence validating the third research question. Next, they also indicated high importance in the role of the instructor (tutor support) in terms of stimulating cognition, participation, and communication in an online learning community, as also reported by Aguilar and Brian Duche Pérez (
2021). Furthermore, the importance of a learning community reflected by peer and tutor support was deemed vital to micro-credential adaption, especially the role of the instructor in modeling future teachers. Ehlers (
2018) describe that the professionalization process as denoted by micro-credentials requires coherence in learning, and while there are works of literature that champion autonomous learning, the role of an advisor or instructor is imperative to the success of the system. This is also reflected in the enriched virtual model where the instructor has a significant role in facilitating remote learning. Henceforth, the outcome of COLLES validated the professional relevance and highlighted the need for instructor guidance or mentoring.
Interestingly, the lack of mention of open badges and certificates also indicated that the respondents were unaware of the benefits (Cirlan & Loukkola,
2020) outside of the course or undervalue the credentials related to participation and completion (Fanfarelli & McDaniel,
2019; Randall & West,
2020) towards their professional development. While it is an important aspect that should be established (Lim & Hassan,
2020), recognized and strategized in Malaysian HEI, teaching credentials are only established through formal academic certification with majoring or minoring in the field of education. Hence, teaching competencies acknowledgment are primarily targeted for continuous professional development (CPD) hours which may not be acknowledged yet, especially without the required collaboration as strategized by the MQF. Nevertheless, as Randall and West (
2020) reported, the complication in micro-credentialling the teaching profession revolves around a lack of recognition nor value that governing bodies project for the teaching profession.
Likewise, if we view micro-credentialing and badging based on different credentialing goals, much can be attained based on the value that can be operationalized. According to Fanfarelli and McDaniel (
2019), accumulated badges for a completion certification were given ‘value’ through strategizing it as an assignment. While badges may have not always been effective, the ‘idea of badges’ may be compelling, as done in this study to obtain the completion certificate. According to Boud and Jorre de St Jorre (
2021) completion can be an important assurance that all learning outcomes have been achieved. Similarly, we agree with Willis, Flintoff, et al. (
2016), Willis, Strunk, et al. (
2016) that in the education paradigm, badges should motivate students intrinsically to show evidence of learning, and that can be achieved if it is not viewed as a physical badge. Ellis et al. (
2016) explained that unvalued badges that are not designed to fit in an existing framework for micro-credentials could routinely fail. Hence, it is crucial to understand the expectations, implementation, and benefits of badges and micro-credentialling to stakeholders (Young et al.,
2019).
To conclude, unquestionably, micro-credentials and digital badging have gained much popularity (Ruddy & Ponte,
2019) and can be a valuable addition to HEI (Young et al.,
2019), especially during the pandemic. Moreover, we observed a positive attitude and satisfaction towards using micro-credentials in coping with learning challenges authenticated from the pandemic. While the main challenge in using micro-credentials remains to be substandard online connectivity, the internet issue is also why micro-credentials should be in place to complement online learning. Issues in connectivity, especially for weekly virtual classes conducted through video conferencing, have given micro-credentials value. As completion of the courses aided in understanding the contents, it has also shaped their digital learning identity and enable them to reestablish skills required to be a competent educator. Nevertheless, teachers are still challenged by a lack of understanding or need for non-formal credentials outside of the HEI environment. We stipulate this as rooted from Malaysian teachers’ identity as both an educator and a learner. Nonetheless, Boud and Jorre de St Jorre (
2021) claimed that micro-credentials have uncovered the unenviable nature of traditional academic programs. However, its success in HEI can only be established if policies and taxonomies are established (Selvaratnam & Sankey,
2021) to create transparency and diversity (Cirlan & Loukkola,
2020) to foster more inclusive access to education (Chakroun & Keevy,
2018). We also gather that the autonomous learning facilitated by the micro-credentials also aided in providing students a safe place to practice and make mistakes which might not be possible in a video-conferencing weekly class, and this may give them confidence in using such approach in the future. Nonetheless, the main issues with HEI students in Malaysia is lack of awareness of such platform especially for personal development (Kumar & Al-Samarraie,
2019) and therefore we stipulate if micro-credentials are incorporated as part of higher education movement, the exposure may be the needed shift towards the success of micro-credentialing even post tertiary education.
Limitation and future direction
The respondents in this study are pre-service teachers, hence the outcome is limited namely to pre-service teachers’ educational context and may not be analogous to different career paths. Nevertheless, we believe future studies may follow such a strategy as professional qualification and identity is often subjective towards specific industry or career path. Next, due to the novelty in Malaysia, a transferable credit system or framework has not been established at the time of the study, therefore the value of the credentials as described only refers to validation in the context of the course as determined by the instructor. However, as micro-credentials are projected to support online learning in HEI, future studies may explore experimental or predictive design to investigate use behavior, acceptance, and implementation in HEI and professional settings.
Undoubtedly, these initial stages are susceptible to a surge of enthusiasm defined as the novelty effect where its viability in the future is still unknown (Fontichiaro & Elkordy,
2016). However, without a strategically implemented credentialling framework that recognizes and validates skills, it is challenging to measure micro-credentials professional impact. Therefore, a registry for credentials (Gauthier,
2020) is of utmost importance to ensure a successful relationship between HEI and the targeted industries and future studies should be directed towards exploring the impact and effectiveness. Concurrently, while government HEIs are commencing towards a systematic accreditation process that can be widely applied, private education providers and training bodies have taken this opportunity to jumpstart their endeavors independently and often in collaboration with the industry. Hence, creating a competitive market among these providers where professionally recognized institutions or industries such as Google and Microsoft are gaining trajectory by ensuring employment and recognition which is still an aspect that is only address to a certain degree by government based HEI. In view of that, we suggest further studies to explore how collaboration and competition influences perception, use, design, and development of micro-credentials and the viability of such opportunity in bridging the gap between industry and HEI.
Besides, while the idea of nationally or globally recognized stackable credentials is excellent, yet credentialing is, by all means is also a strategy to commercialize education. According to Ralston (
2021), the craze of micro-credentialing also forces us to look into the role of open education when the line between HEI and for-profit e-learning industry has become blurred in defining competence and profitability. Hence, we question if HEIs or other institutions will support each other to develop best practices for micro-credentialing to fulfill the global education goal (Sustainable Development Goal 4-SDG4) to provides inclusive and unbiased quality higher education. Therefore, future studies should focus on challenges and opportunities of such collaboration.
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