Effectiveness of Multimodal Microlearning for In-service Teacher Training


  • Melisa Achoko Allela Technical University of Kenya http://orcid.org/0000-0002-8150-1186
  • Betty Obura Ogange Commonwealth of Learning
  • Muhammad Ibn Junaid Usmanu Danfodiyo University, Sokoto, Nigeria
  • Prince Brainard Charles Freetown Teachers' College




teacher training, multi-modal, micro-learning


To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face  roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.

Author Biographies

Melisa Achoko Allela, Technical University of Kenya

Melisa Achoko Allela is an Assistant Lecturer, Department of Design and Creative Media, Technical University of Kenya. Email: melisallela@gmail.com

Betty Obura Ogange, Commonwealth of Learning

Betty Obura Ogange is an Education Specialist: Teacher Education at the Commonwealth of Learning. Email: bogange@col.org

Muhammad Ibn Junaid, Usmanu Danfodiyo University, Sokoto, Nigeria

Muhammad Ibn Junaid is a Professor at Usmanu Danfodiyo University, Sokoto, Nigeria. Email: junaidmi@yahoo.com

Prince Brainard Charles, Freetown Teachers' College

Prince Brainard Charles is a Teacher-Educator at the Freetown Teachers' College, Sierra Leone. Email: brainardprince@yahoo.com


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How to Cite

Allela, M. A., Ogange, B. O., Junaid, M. I., & Charles, P. B. (2020). Effectiveness of Multimodal Microlearning for In-service Teacher Training. Journal of Learning for Development, 7(3), 384–398. https://doi.org/10.56059/jl4d.v7i3.387



Research Articles
Received 2020-01-09
Accepted 2020-10-02
Published 2020-11-19