Performed Microlearning as a Learning Model to Improve the Students’ Professional Correspondence Skills

Abstract

This study examines the challenges faced by Indonesian vocational students in developing professional correspondence skills, particularly in preparing documents such as emails, invoices, and purchase orders that meet workplace standards. Conventional lecture-based instruction may provide limited opportunities for students to apply theoretical knowledge to practical correspondence tasks. To address this issue, this study developed and tested the Performed Microlearning (PM) which exposes short microlearning videos (3-7 minutes). This experimental study involved 100 Office Administration students, consisting of 50 students in the experimental group and 50 students in the control group, over seven weeks. The study examined differences in correspondence skills between students who participated in PMM and those who received conventional instruction. The results showed that the experimental group achieved a higher posttest score (86.03) than the control group (82.30). The experimental group also obtained a higher N-Gain score (0.45) compared with the control group (0.29). An independent samples T-Test indicated a significant difference between the two groups (t = -4.181; p < 0.001). Qualitative findings also indicated increased student engagement and positive responses to the contextual learning activities. These findings suggest that PMM can support the development of vocational students’ professional correspondence skills.