Microlearning is gaining ground in the higher education domain. Despite this trend, there is a lack of evidence of effectiveness when a large number of microlearning units are grouped to form a macrolearning programme. The purpose of this paper is to explore how and why a macrolearning affects students' self-efficacy. The originality of this paper…

The cognitive and affective learning of students was investigated under three different quality of instruction conditions: conventional group instruction, mastery learning, and tutoring. The study also examined whether qualities of instruction which are adaptive to individual learning needs alter the relation between initial student…

This study investigated the cognitive and affective student learning outcomes of 16 semesters of a mastery learning approach in teaching high school Business and Distributive Education classes. The class handout describing mastery learning, teacher and student responsibilities, examinations, grading procedures, 5-day unit activities schedule,…