Empowering pre-service teachers’ digital competence through nanolearning: A cognitive theory of multimedia learning and locus of control perspective

Abstract

In this study, researchers investigated the effect of nanolearning on developing digital skills among pre-service teachers, considering the cognitive theory of multimedia learning (CTML) and locus of control to assess the effect of nanolearning on digital skills. The researchers used a mixed methodology, a quasi-experimental approach with two experimental groups and pre- and post-tests. The 56 teachers in the sample study were split into two groups at random. Teachers' opinions on nanolearning were gathered through interviews, and the list of digital skills was determined qualitatively using the three-stage Delphi technique. Three instruments were used in the study. The findings of the study show: There was a statistically significant difference in the average scores of the post-test of digital skills in favor of the experimental group that used nanolearning (audio and image). The results also showed that teachers with an internal locus of control achieved higher scores on the post-test of digital skills compared to those with an external locus of control. Pre-service teachers expressed positive views toward the use of nanolearning to develop their digital skills. Based on the findings, the researcher recommends integrating nanolearning as an essential part of the curriculum in colleges of education at Jordanian universities.