An Assessment of the Effectiveness of Backward Design in Microlecture

Abstract

In the past decade, there is a growing tendency of applying mirolecture to supplement the offline course instruction.
The instructional designs that aim to support the acquisition of new knowledge and skills from the microlecture are being
constantly created, reviewed and revised so as to maximize the learning outcomes. The Backward Design instructional model
offers a systematic problem-solving approach to improve instructional effect and learning outcomes. To explore the application
and effectiveness of Backward Design in microlecture, this paper applies the Backward Design to the instructional design of
a 20-minute-length microlecture, assessing its effectiveness by dividing students into the contrast group (91 students) and the
experiment group (91students). The experiment results demonstrate that the task performance of experiment group was 5.3%
higher than that of the contrast group.