Effectiveness of Hybrid Micro-Learning for Financial Education of Filipino Women Migrants in Italy
Abstract
Faced with the dramatic changes effected by the COVID-19 pandemic, adult education has to capitalize on new learning and teaching paradigms. In recent years, technology-based micro-learning has grown
into an established educational approach. Its focus is on short, well-defined units with the use of interactive multimedia available on digital channels. The flexibility of self-regulated learning through bite-sized tasks combined with synchronous virtual sessions for sharing and discussion can be a game-changer for non-formal adult education, capable of overcoming participants’ reduced time availability and the complications of face-to-face exchanges at the present time. Using a mixed-method
approach, this action research study tested the effectiveness of the hybrid micro-learning program of personal financial education offered by the non-profit Italian association Penso a Te to 12 Filipino women
migrants. Carried out by the educators, the aim was to improve teaching and learning by establishing whether the course had managed to equip participants with the knowledge and skills critical in promoting effective changes in personal financial planning intentions and choices. The study employed iterative, formative group interviews with the participants over the 12 weeks of the program to assess progress with learning and obtain feedback about each session. It further used a baseline survey, observation, a Likert-scale questionnaire comprising open questions and group interviews to gather comprehensive data over time. The responses indicated that the women migrants became more aware of their financial
challenges, developed self-confidence, and showed a positive change in mindsets about financial matters and life choices.
