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How modular education is revolutionizing the way we learn (and work).

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Modular learning will allow workers to learn new skills and knowledge in smaller chunks, without ... [+] having to leave their jobs.

In today’s digital economy, rapid technological change is transforming the workplace, and it has become apparent that we can no longer stop our education after college if we are to stay relevant. We will need to be continually learning, refreshing and updating our skillset as we progress through our careers. This drastic change in the nature of work also means that the way in which we learn needs to similarly transform.

But how can we be prepared for jobs of the future that will require a hybrid, evolving set of skills from a variety of subject areas, when traditionally we spend four years studying one subject and often don’t return to college once we graduate? Your field could transform several times over as your career progresses; just think about how much journalism or marketing has changed in the last 10-15 years. Recognizing that we need to expand the options for students to gain an education, higher education institutions are starting to innovate, creating new ways to unbundle degrees and create non-linear, modular career and education pathways.

Modular education partitions degrees into smaller, Lego-like building blocks of learning, each with their own credentials, learning and skills outcomes. This kind of modular content will benefit students and employees by allowing them to tailor their education background to better position them for job prospects and career mobility. Modular learning also enables lifelong learning because working professionals are able to learn new skills in shorter amounts of time, even while they work. They will be able to combine humanities skills with tech skills, communication skills with coding skills, analytical skills with design skills. Students wil l essentially be able to synthesize their own education with the customized skill set they need to advance their careers, making for a truly unique job candidate. Hiring companies will also have clearer insights into the skill set that a potential candidate has, as the modular credentials  of their education will call out the types of skills the candidate has acquired.

Higher ed institutions are using massive open online courses (MOOCs) as one of the vehicles on which to deliver these modular degrees and credentials. The latest teaching and learning research shows that learning online often results in similar or better outcomes than the traditional classroom setting because of its flexibility, personalized pacing and instant feedback, all based on the latest in cognitive science learning. Plus, using technology to enable  high-quality education at scale provides universities an increasingly promising option to bend the cost curve of education.

The transforming higher education landscape reflects the changing nature of the future of work. The fastest-growing fields often lie at the intersection of two seemingly unrelated professions— for example, data science is one of the fastest growing fields, but a data scientist often also needs a strong working background in the industry in which they are embedded. This requires a unique hybrid skill set that can be a challenge to teach in a traditional education setting. But in the near future, a student could build a custom degree that fuses modular data science components from one university, and finance, biotech, marketing, or manufacturing from another. Additionally an employee could augment their education with a specialized credential or portion of a degree to better position themselves for data science jobs.

The biggest lesson to take forward about the transforming workplace is that learning and knowledge-sharing will be a continuous, lifelong experience. Education isn’t static. The skills needed to succeed are changing faster than ever, and workers will need to continually learn and refresh their skills in order to stay relevant. The innovations of modular education are a solution to this problem.

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Understanding Modular Learning

Learn about Modular Learning in this educational glossary entry.

Modular learning is a teaching and learning approach that breaks down a course or curriculum into smaller, self-contained units known as modules. Each module focuses on a specific topic or skill, allowing learners to study and master one concept at a time before moving on to the next. This modular structure provides flexibility and customization, enabling students to progress at their own pace and revisit specific modules as needed.

Key Features of Modular Learning

Modular learning is characterized by several key features that distinguish it from traditional classroom-based education:

• Self-contained Units: Modules are self-contained learning units that cover a specific topic or skill. This compartmentalization allows for focused study and clear learning objectives.
• Flexibility: Learners have the flexibility to choose the sequence in which they study modules, enabling personalized learning paths based on individual needs and preferences.
• Adaptive Learning: Modular learning can be adaptive, with learners progressing to more advanced modules based on their mastery of prerequisite concepts.
• Reusability: Modules can be reused across different courses or programs, making it easier to update and customize learning materials.
• Assessment: Assessments are often integrated into each module to evaluate learner understanding and mastery of the content.
• Interactivity: Modular learning can incorporate various interactive elements such as quizzes, simulations, and multimedia resources to enhance engagement and retention.

Benefits of Modular Learning

Modular learning offers several benefits for both educators and learners:

• Customization: Learners can tailor their learning experience by selecting modules that align with their interests, goals, and learning styles.
• Self-paced Learning: Modular learning allows learners to progress at their own pace, providing opportunities for remediation and extension as needed.
• Enhanced Retention: Breaking down complex topics into smaller modules can improve retention and understanding by focusing on one concept at a time.
• Accessibility: Modular learning can be delivered online, making education more accessible to learners who may not have access to traditional classroom settings.
• Scalability: Institutions can scale their educational offerings more effectively by modularizing courses and programs, making it easier to update content and adapt to changing needs.
• Engagement: Interactive elements in modular learning can enhance learner engagement and motivation, leading to a more immersive learning experience.

Implementation of Modular Learning

Implementing modular learning effectively requires careful planning and design to ensure a seamless learning experience for students. Here are some key considerations for implementing modular learning:

• Curriculum Design: Designing modular courses involves breaking down the curriculum into logical units that align with learning objectives and outcomes.
• Sequencing: Determine the sequence in which modules should be studied to ensure a cohesive learning progression and build on prior knowledge.
• Assessment: Develop assessments that align with module objectives and provide feedback to learners on their progress and understanding.
• Resources: Ensure that each module has the necessary resources, including readings, videos, and interactive tools, to support learning objectives.
• Technology: Utilize learning management systems and online platforms to deliver modular content and track learner progress efficiently.
• Support: Provide support mechanisms such as discussion forums, tutoring services, and office hours to assist learners as they engage with modular content.

Examples of Modular Learning

Modular learning is widely used across various educational settings and disciplines. Here are some examples of how modular learning is implemented:

• Language Learning: Language learning apps often use modular lessons to teach vocabulary, grammar, and conversation skills in a structured and sequential manner.
• Professional Development: Online courses for professional development often feature modular content that allows learners to focus on specific skills or topics relevant to their careers.
• STEM Education: Science, technology, engineering, and mathematics (STEM) programs frequently use modular learning to teach complex concepts in a step-by-step approach.
• Corporate Training: Many organizations use modular training programs to deliver employee training on topics such as compliance, safety, and leadership development.
• Higher Education: Universities and colleges are increasingly adopting modular learning approaches to offer flexible and personalized learning experiences for students.

Modular learning is a versatile and effective approach to teaching and learning that offers numerous benefits for educators and learners alike. By breaking down courses into self-contained modules, modular learning provides flexibility, customization, and enhanced engagement, leading to a more personalized and impactful learning experience. As technology continues to advance, modular learning is likely to play an increasingly prominent role in education, offering new opportunities for innovation and improvement in teaching and learning practices.

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Exploring the Experiences in Modular Learning from the Lens of Parents with Elementary Grade Children

• Shania S. Tan , Marilla Mariz D. Esperas , +4 authors Maureen N. Bernardo
• Published 2022

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Towards an enhanced implementation of printed modular distance learning in the philippines: a meta-synthesis.

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Modular distance learning modality: challenges of teachers in teaching amid the covid-19 pandemic, parents’ perspectives on remote learning in the pandemic context, home learning in times of covid: experiences of parents, parental engagement in children’s learning: insights for remote learning response during covid-19, parents’ perceptions of their children’s experiences with distance learning during the covid-19 pandemic, parents’ experiences with remote education during covid-19 school closures, the role of parents in the education of children, how do multicultural family mothers perceive child’s english education, young children’s online learning during covid-19 pandemic: chinese parents’ beliefs and attitudes, barriers to distance learning during the covid-19 outbreak: a qualitative review from parents’ perspective, related papers.

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Modular Learning: 8 Tips for Effective Online Teaching

Table of contents.

Due to the COVID-19 pandemic, many teachers in affected areas worldwide suddenly faced the task of getting their instructional materials ready to facilitate modular learning as a strategy for the sustained delivery of education to their students. I am one of these teachers, but the possibility of teaching the students exclusively online did not deter me because I have already worked on my instructional modules designed for online delivery.

Since 2012, and during COVID-19 times, I gradually developed a learning model for effective modular learning. I call it the Blended Website Learning Model, an innovative learning system that I immediately put to use at the beginning of the pandemic.

So if you’re someone willing to innovate in your modular learning approach and make the teaching and learning process more efficient and less time-consuming, I dedicate this article to you. You may work on the tips gradually until you become comfortable with them. 

Besides, today’s trends follow a digital path as global technological innovations occur at light speed. Teachers have to keep up to be relevant.

I start this discussion by defining modular learning, asynchronous versus asynchronous delivery of lessons, problems encountered, and solutions to those problems.

What is Modular Learning?

The modules include sections on motivation and assessment that serve as teachers’ and students’ guides to achieve desired competencies. Feedback mechanisms aid teachers in monitoring student achievement and identify those who require follow-up interventions.

8 Tips to Achieve the Course Outcomes in Modular Learning

1. write your instructional tips to students online.

Teaching is a repetitive exercise. So what I did is to write articles about the lessons I teach and publish them online. I update those articles once in a while to ensure their relevance.

2. Compress and upload instructional materials on a fast-loading website

I uploaded all of my instructional modules in pdf on a fast-loading website I created at the beginning of the pandemic. I compress each module in the free pdf compressor provided by ilovepdf.com . Compressing the modules makes downloading into students’ smartphones easy. The small files also save them bandwidth, thus reduced data consumption in their internet subscription.

WordPress as a Tool in Modular Learning

I used WordPress to develop the simple but fast-loading website that students can easily load on their cellphones. It scores an almost perfect speed of 99% in both mobile and desktop (Figure 1).

You may listen to the simple instruction in the video I give below. Knowing how to create your website will give you more opportunities to become digitally savvy. Modular learning will be much more easily as you gain experience and expertise.

3. Use a Learning Management System to assess student performance

Using a Learning Management System (LMS) such as the free, open-source Modular Object-Oriented Dynamic Learning Environment (Moodle™) can help a lot in designing quizzes and periodic examinations. The once time-consuming task of checking the students’ quizzes and periodic examinations is done real time .

Students get their quiz or exam results in a matter of seconds. Once they submit their quiz, long exam, or midterm or final exam, they get the results right away.

I realized I can create an independent Moodle site on my GoDaddy server. In short, I figured that the only thing I need to put Moodle to work was to register a unique domain name. I hosted Moodle in the same platform where my blogging site, Simplyeducate.me, is being hosted. The LMS had virtually a free ride as a sub-domain.

Moodle takes time to load; it’s slow

After spending considerable time looking for answers online and tweaking the Moodle website, I gave up, even though I successfully enhanced the speed of the LMS. I cannot make the Moodle site load faster without adding more investment in Random Access Memory (RAM) capacities and having it work on a Solid State Drive (SSD). I have a limited budget for this expense.

But Moodle is a good performance assessment site that enhances modular learning

Also, the system can shuffle the questions and the answers in the exam. Each student has a different set of questions and answers, ensuring a unique performance record.

4. Conduct regular short synchronous meetings to remind and update the students

Recording of synchronous meetings.

Recognizing these student difficulties, I always record the proceedings of the synchronous meetings. I upload the zoom video in MP4 format in mediafire.com , the cloud service I have been using for easy access. Then I provide a link to the fast website I created for the instructional materials.

5. Follow-up students through Messenger

Almost everyone has an account on Facebook together with Messenger nowadays. I tell my students to communicate with me through Messenger if there are concerns that they need me to know.

So far, Messenger has become an effective tool to connect with students and give them support, especially in crucial times. Also, it is easy to find them online if I need to issue additional instructions related to the subjects I teach.

6. Use an Ishikawa diagram to contextualize the Most Essential Learning Outcomes

The fishbone diagram motivates the students concerning the overall outcome of the things that they do each learning session. One learning activity progresses to another one that leads towards the goal of learning.

7. Give generous time for achievement of MELCs

Writing many tasks without enough time to ponder or reflect on their work leads to a half-baked performance. Thus, less than stellar work dampens the motivation to do things in the best way they can.

8. Use a Feedback table

Some of my students would tell me they have submitted, but I could not verify their submissions. Perhaps failing to upload is due to a poor internet connection. Given the real-time feedback I get via Messenger, they try again until they have successfully uploaded. I confirm that I have received their outputs. Thus, the student’s anxiety because of failure to upload the required submissions is eliminated or minimized.

The feedback table instantly tells me potential problems and takes corrective measures before they get worse. Students exert more effort to keep up with their classmates once they notice that some of their classmates have already accomplished the modules. Modular learning becomes more effective with a monitoring system like this.

Modular Learning is here to Stay

Despite the setbacks experienced by teachers on the  effects of modular learning , we must be progressive in our thinking. The challenges are not without answers as technology progresses. Most students can access a laptop, or virtually everyone can access a cell phone, to download educational materials like the ones I make available on my IM website.

A 30-minute or less synchronous meeting is more than enough to brief your students about the module, the expected learning outcomes, and ask a few questions to get their feedback on the modules and constraints on their performance.

We must undo the belief that we are the authorities of knowledge. Digital technology has shaped how we live, learn, and navigate this increasingly automated world.

© P. A. Regoniel 22 June 2021

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Two ultimate reasons why we celebrate a universal christmas, development and examples of a written curriculum, four tips on how to write a school newsletter, about the author, patrick regoniel.

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Creating Manageable and Flexible Learning Pathways With Modularization

What are modules.

A module is a cohesive and stand-alone unit of learning that has specific start and end points.

Most educators already take a modular approach to teaching. For example, breaking a course down into purposeful “units” or “sessions” helps learners, especially novices, focus attention so  they can remember what they are learning better and build their knowledge over time. This process is sometimes referred to as “chunking” (Mayer & Moreno, 2003). Modules include both content and activities designed to help the learners apply and integrate their learning. This diagram provides a visualization of a potential structure for a module of learning.

Students are more likely to get the most out of a module if all the materials and activities are bundled together in an easily accessible space, such as a Canvas course. This makes it possible for them to revisit the materials and activities as often as needed and check their understanding.

Modularization is a process that extends the idea of modules to offer learners flexible pathways while also continuing to engage them in a purposeful learning experience. These pathways may take place within a semester-long course, or they may be offered as a one-credit or non-credit badged experience.

For example:  

• In a course, all students complete a sequence of foundational modules and then have the option of selecting from a library of topical modules to pursue a personal interest in more depth. This increases learners’ engagement and creates opportunities for them to share the specialized knowledge they have gained with the rest of the class. Providing students with choice can increase student motivation, and offering multiple ways to demonstrate knowledge creates a more inclusive learning experience (Ambrose et al., 2010; Addy et al., 2021).  
• Some skills and concepts are important to many fields (e.g., lab safety, ethical research). Offering one module, or a sequence of shared modules, assures that the orientation and assessment of student learning in a specific area is consistent across multiple contexts.  
• Students on co-op may not have the time to take a semester-long course, but they may benefit from a short and timely burst of learning that will be helpful to their work (e.g., learning an in-demand skill or process). What they learn will also be perceived as more relevant because they can see that the skill or process is valued and often used in their place of work.  
• Examine the syllabi for all the courses you teach. If possible, do this with several colleagues in your department or discipline. Do any concepts or skills span multiple courses? If so, consider how you might collaborate to create one or more modules that could be shared. Note that modules created in Canvas can be easily imported across courses.  
• If you develop a module that you think might be valuable to others, consider uploading it to the Canvas Commons so that other Northeastern instructors can benefit from your work.  
• Set aside class time to talk with learners about modular resources that would be valuable to them. Perhaps you could partner with them to create one or more modules, or perhaps they could even take responsibility for creating a module for others in the class or even beyond the class.

References:

Addy, T.  Dube, D., Mitchell, K. A., & SoRelle, M. E. (2021). What inclusive instructors do: Principles and practices for excellence in college teaching (First edition.). Stylus Publishing, LLC.

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: Seven research-based principles for smart teaching (1st ed.). Jossey-Bass.

Mayer, R & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning, Educational Psychologist . 38 (1) 43-52. DOI: 10.1207/S15326985EP3801_6

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Distance Learning ‘Has Been OK, I Guess': Students Share About This Year’s Experiences

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(This is the first post in a multipart series.)

The question-of-the-week:

What has your online learning experience been as a student this fall? What is working for you and why? What is not working for you and why?

Student voice is important, and some of the most popular columns appearing here feature them. You can see them all at Student Voices , including commentaries from students around the country talking about remote teaching and learning last spring.

This new series will highlight contributions from students in my classes.

Today, Cathy Liu, Julia Yang, Eliseo Angulo Lopez, and Masihullah Shafiq share their thoughts.

It’s “been okay, I guess”

Cathy Liu is a junior at Luther Burbank High School in Sacramento, Calif.:

My learning experience as a student this fall has been OK, I guess. The schedule of the class has been OK, and the work is fine, well that is because I have no life. Unlike other people, I have no job or a big responsibility in the house. I don’t have to take care of my brother since he is old enough to take care of himself but he still does stupid things from time to time. I don’t have chores that take me so long that I can’t do my work. Even if the school decides to change the schedule completely, it will still work for me because of how open my schedule is.

There are some difficulties with online learning. I’m more lazy than the times when we were all in school. I postpone my assignments until the last minute, and that makes me feel overwhelmed and stressed because I don’t have much time to finish my work, and the assignments take a long time to finish. I have been trying to fix the bad habits, trying to finish my work way before the deadline. Another thing that is hard about online learning is that it’s harder to bond with other people. It’s harder to get to know other people. Sometimes in the breakout room, no one talks at all, everyone is quiet, and it is so awkward because you waited and thought that someone was going to talk, but no one did. Then you are stuck in the position of should you say hello or is it too late to do that. You just don’t know what to do. Other than those random things that bother me, my learning experience has been OK so far.

“I can get distracted”

Julia Yang is a junior at Luther Burbank High School:

This year of 2020, it has been very crazy. It is unfortunate that the pandemic happened, and we all are stuck at home. Many schools closed down due to the coronavirus. During this time of the year, I feel like it is a time for all people to learn how to appreciate important things. It is a new perspective for all of us, and with this new perspective of the world, we can learn and be more considerate of others.

When distance learning first started, it was frustrating that we had to end the school year with online classes. It was a whole new experience doing online classwork. I remembered I woke up early every morning thinking that I had to get ready for school, later on realizing that schools are closed. While working on my assignments, I realized that it was weird to not hear any of my classmates talking or other students yelling or laughing in the hallway. It was strange to learn at home without teachers. Since this was a new learning experience, I had troubles with technology a few times, which made me stressed out a lot. This made me very scared, and I started to doubt myself whether I’ll do well with distance learning.

The few months of online school went by, and summer came. I begin to think we’d able to go back to school again. I held onto my hopes, hoping that the virus would go away soon and that things would go back to normal. Sadly, it didn’t happen. This disappoints me to know that I won’t be able to go through the school year of high school normally. And I’m pretty sure that it’s not just me who feels like this.

Now, it’s fall season, and we’re back to online learning. Beginning this school year with distance learning as a junior, I’d found what is working for me and not working. Some of the pros for online learning are slideshows posted by teachers. These slideshows help remind me of what I learned and did in class. For example, if I forgot something or want to clarify my understanding, I go back to the slideshows and I can get my answers there. Another thing that is also helping is that I don’t have to get up too early. With that, I can get more time to get prepared for my classes. An hour break of lunch is also helpful because I can then focus on my asynchronous work.

Some of the problems I have with distance learning is that sometimes I can get distracted. The reason why I sometimes get distracted is because I’m at home. And being home can urge me to procrastinate. Whereas at school, there are students who are working and teachers. That helps me focus more. Another thing I found difficult is communication. I feel like sometimes communicating with other students is hard because we don’t see each other.

I am hoping that things will go back to normal next year.

Eliseo Angulo Lopez is a junior at Luther Burbank High School:

Although distance learning is new for many of us, it will not stop me from reaching my goals. Through these past two months, students like me have found the new schedule helpful and less confusing. In addition, writing on a computer is way more simple than writing on a piece of paper, and having the internet available and the possibility of investigating any information that you need in order to completely understand a lecture is by far something that we should never miss out on.

The only negative thing that I’ve found is that spending these many hours in front of a monitor or screen can be really damaging, causing eye strain and headaches from which I’ve personally already experienced. In order to prevent this from happening, I suggest having one Monday off every 2-3 weeks, one day off to add to your weekend in which you can spend more time with your family and less time looking at a screen, which is what we do all week. This change can be really helpful to avoid stress and maintain a more positive mindset.

“Distance learning has been really good”

Masihullah Shafiq is a junior at Luther Burbank High School:

For some people, distance learning can be stressful and boring, but overall my experience with distance learning has been really good. Just like before when we went to school, I haven’t missed any classes or assignments. I also have good grades.

The positive thing about distance learning is that we don’t have to go class and I get enough rest, even though sometimes we have so much work to do sitting in front of the screen all day makes your eyes and your brain really tired, and it’s also unhealthy.

I sometimes struggle with getting my assignments done because I won’t have enough time, or in some cases, there are lots of assignments to do, and I can’t get all of them done on time. For now, I’m not really struggling with any of my classes, but it is sometimes really difficult to manage your time with distance learning.

The downside to it is sitting in front of a screen all day and sometimes technical issues; sometimes the teachers struggle with getting all the students into Zoom because the Zoom keeps dropping them, and in some cases, the internet does not work, and students can’t get into Zoom, which leaves them behind from others, and they will have to catch up later.

In general, distance learning is not so different from going to school, and in my opinion, it’s better with distance learning since it makes things much easier if we don’t have technical issues, which we often don’t. I don’t know if it’s just me or not, but I learn better with distance learning than going to school, so I prefer distance learning. I also have to say my teachers are doing really well, and so far, I have not had any problems or difficulties asking questions or learning.

Thanks to Cathy, Julia, Eliseo, and Masihullah for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

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Home — Essay Samples — Education — Distance Education — Modular Distance Learning: Enhancing Academic Development

Modular Distance Learning: Enhancing Academic Development

• Categories: Distance Education Transformational Learning

About this sample

Words: 1877 |

10 min read

Published: May 17, 2022

Words: 1877 | Pages: 4 | 10 min read

Table of contents

Self-directed learning, social state, financial condition, determination, hands-on experience/practical training, bibliography.

• Belanger, F. and Jordan, D. (2000). Evaluation and implementation of distance learning. Hershey, Pa.: Idea Group.
• Davies, J. and Graff, M. (2005). Performance in e-learning: online participation and student grades. British Journal of Educational Technology , 36(4), pp.657-663.
• Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
• Hauschildt, K., Vögtle, E. and Gwosć, C. (n.d.). Social and economic conditions of student life in Europe.
• Knowles, M. (1975). SELF-DIRECTED LEARNING: A GUIDE FOR LEARNERS AND TEACHERS. New York: Association Press, 1975. 135 pp.
• Mackay, S., & Stockport, G. (2006). Blended Learning, Classroom and E-Learning. The Business Review, Cambridge, 5(1), 82-88.
• Montalvo, G., Mansfield, E. and Miller, R. (2007). Liking or Disliking the Teacher: Student Motivation , Engagement and Achievement. Evaluation & Research in Education, 20(3), pp.144-158.

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Home / Essay Samples / Education / Distance Education / Modular Distance Learning: Perceived Difficulties by the Students

Modular Distance Learning: Perceived Difficulties by the Students

• Category: Education
• Topic: Distance Education , Issues in Education , Online Courses

Pages: 2 (1080 words)

Views: 1977

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• issues arising from a lack of direct contact between the student and the lecturer;
• issues arising from a sense of alienation and isolation from the student community;
• issues arising from anxiety and concerns about the educational process and learning outcomes.

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