Search

Background: The learning environment in medical education is crucial for student development, encompassing social, psychological, and physical aspects that significantly affect learning. This study aimed to assess undergraduate medical students' perception of the orthopaedic ward's learning environment and examine the factors influencing their overall satisfaction during clinical rotation. Methods: This cross sectional quantitative study was conducted in a private medical college in Pakistan. Data was collected through a pre-validated questionnaire, "The Healthcare Education Micro-Learning Environment Measure (HEMLEM)." Data analysis was done using SPSS version 23 software. Results: A total of 205/300 students (response rate 68.33%) [103 (50.2%) males and 102(49.85) females] participated in this survey. Notably, 116 (56.6%) appreciated the ward's welcoming, friendly, and open atmosphere, and 114(55.6%) of the respondents appreciated the ward culture where they felt free to ask questions or comment. Additionally, 111(54.7%) appreciated the faculty's enthusiasm for teaching. A comparison between male and female students showed significantly higher satisfaction among males regarding staff attitudes and behaviours (p <.019). Conclusion: Undergraduate students held a predominantly positive view of the orthopaedic ward's learning environment, with differences observed based on gender and year of study. The study highlights the importance of both staff attitude and teaching quality in shaping the educational experience. It suggests that medical institutions should focus on enhancing teaching skills among clinicians to improve learning experiences and ultimately benefit patient care and the healthcare system. [ABSTRACT FROM AUTHOR]

The study employed a mixed-method developmental approach to design a learning hub imbued with microlearning to address the least learned competencies in English 7. The least learned competencies were identified by considering existing test results in the locale of the researcher, which were supported by the findings of existing studies in the literature through a systematic review. The researcher assumed the roles of content creator and curator and identified relevant microlearning materials available for access. Experts validated the quality of the identified learning content through an adopted questionnaire. Afterwards, the researcher designed the Grammar Express. ICT experts were asked to validate the platform using an adapted rubric to determine whether it is suitable as a learning website. An adapted questionnaire was used to measure the level of acceptance of Grammar Express by language teachers. Meanwhile, an adapted questionnaire was used to evaluate the level of usability of the platform as perceived by the students. Based on the findings, the respondents believe that Grammar Express is useful since it offers tangible benefits and can enhance instruction. Similarly, in terms of perceived ease of use, Grammar Express requires less effort to learn and utilize. In addition, there is a strong positive attitude to incorporate Grammar Express in language teaching. Furthermore, there is a strong intention to use Grammar Express, which indicates a high level of acceptance and enthusiasm for the platform. In terms of usability, there is a strong inclination toward frequent use and displayed confidence in navigating the platform independently. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to develop an online learning platform using microlearning method in Occupational Safety and Health (OHS) topic specifically for office environment. The platform will include various elements such as videos, quizzes, infographics, and interactive PDFs. In addition, this research will also evaluate the effectiveness and usefulness of this microlearning-based learning platform in the context of OHS in an office environment. Method: The research method applied is Research and Development (R&D) using the ADDIE Model (Analysis, Design, Development, Implementation, & Evaluation). Some of the topics explored in the development of this learning media include ergonomics, lighting, healthy living behaviour, and disaster awareness. Validation of the learning media development results was also conducted. Results: The average assessment for all aspects of validation by experts is as follows: The material expert's assessment reached 4.62, which is included in the very feasible category, and the media expert's assessment reached 4.41, also included in the very feasible category. Meanwhile, the average assessment from the individual trial results was 4.51, and from the small group trial results was 4.4, both of which fell into the very feasible category. Conclusion: Based on the evaluation that has been done, it can be concluded that the microlearning-based learning media developed for OSH material in the office environment is very suitable for use in education for office workers and building managers. [ABSTRACT FROM AUTHOR]

In the article are examined some issues of microlearning and microcommunications, which occupy an increasingly important place in theoretical and applied knowledge in science, education, and culture. A key point is their diverse unity of connection and value with dynamics of socio-economic life and meaning of life of the subject and people. On the other hand, a philosophical meaning and importance of substantial thinkingcognitive problems are a necessity of a broad intelligent, and sustainable growth perspective in the design and architecture of models of information products and services, which have critical importance for public presentation and marketing concepts and strategies. Pragmatic paradigmatic philosophical character of such essential research and innovation issues determines a broad aspect of the development of basic and applied knowledge in the modern Digital society and Global world. The article raises and examines an issue of supermicrocommunications and super-microlearning, which are increasingly finding a place in the preparation of business pitch – value proposition, presentation, and participation in contests for investments in start-up innovative enterprises from micro-, small- and medium-sized businesses. [ABSTRACT FROM AUTHOR]

Background: Over two‐thirds of people present to their primary care physician (or general practitioner; GP) as a first point of contact for mental health concerns. However, eating disorders (EDs) are often not identified in a primary care setting. A significant barrier to early detection and intervention is lack of primary care physician training in EDs; compounded by the significant time commitments required for training by already time‐poor general practitioners. The aim of the current study was to pilot and evaluate a microlearning programme that can be delivered to general practitioners with high workloads to help support patients with, or at risk of, developing an ED. Methods: Fifty‐one Australian general practitioners aged between 25‐to‐60 years old were recruited. Participants completed a baseline questionnaire to ascertain their experience working in general practice and with EDs. Participants then completed an online programme consisting of a series of 10 case studies (vignettes) delivered over a 6–10 week period related to various facets of ED care. Following conclusion of the programme, participants were asked to complete an evaluative questionnaire related to the content of the programme; perceived knowledge, confidence, willingness‐to‐treat, skill change; and their overall experience of microlearning. Results: All 51 GPs completed the programme and reached completion criteria for all vignettes, 40 of whom completed the programme evaluation. Participants indicated improved skill, confidence, willingness‐to‐treat, and knowledge following the completion of the pilot programme. Almost all (97.5%; n = 39) found microlearning to be an effective method to learn about EDs; with 87.5% (n = 35) of participants reporting they felt able to apply what was learnt in practice. Qualitative feedback highlighted the benefit of microlearning's flexibility to train general practitioners to work with complex health presentations, specifically EDs. Conclusions: Findings from the current study lend support to the use of microlearning in medical health professional training; notably around complex mental health concerns. Microlearning appears to be an acceptable and effective training method for GPs to learn about EDs. Given the significant time demands on GPs and the resulting challenges in designing appropriate training for this part of the workforce, this training method has promise. The pre‐existing interest in EDs in the current study sample was high; future studies should sample more broadly to ensure that microlearning can be applied at scale. Highlights: Due to busy schedules and job‐demands, GP's often have limited opportunity to learn about working with patients with complex mental health needs, such as eating disorders. Knowing how to support patients with eating disorders is particularly important given that most individuals present with seemingly unrelated concerns to the eating disorderThe current study reports on the development and piloting of a GP Microlearning programme. Microlearning is a flexible yet focussed approach to online learning that offers health professionals the opportunity to learn, without the requirement to commit to traditionally lengthy training programsGPs reported that the microlearning approach to learning about eating disorders may be an acceptable and effective approach for increasing GP knowledge, skill, confidence, and willingness to treat eating disorders. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study is to investigate the impact of social media-based microlearning (SMBM) on enhancing the knowledge, self-care, and self-efficacy behaviors of patients with type 2 diabetes (T2D) receiving care at a hospital-based diabetes clinic in Zahedan, Iran. Methods: This intervention study was conducted from September 2021 to the end of 2022, with an intervention group (SMBM) and a control group (conventional-based training) consisting of patients with T2D. A total of 80 eligible patients were selected using a convenience sampling method and randomly assigned to either the intervention group (n = 40) or the control group (n = 40). The knowledge level, self-care, and self-efficacy of the samples were assessed before and two weeks after the educational intervention. Data analysis was conducted using SPSS version 24, and independent and paired T-tests were used for analysis. Results: The results of the study revealed that after the intervention, the levels of knowledge, self-care, and self-efficacy in the intervention group were significantly higher than those in the control group (p-value < 0.001). Conclusion: In conclusion, the SMBM appears to be an effective tool for improving self-efficacy, self-care, and knowledge among patients with type 2 diabetes. [ABSTRACT FROM AUTHOR]

This article reports on a qualitative study conducted at primary schools in Hong Kong exploring the use of microlearning to support the self-directed continuing professional development (CPD) of English language teachers. Microlearning refers to short, concise, and easily consumable segments of learning about a knowledge point or skill. These activities tend to be multimodal and delivered through digital platforms, making them accessible anytime and anywhere. Currently, little is known about teachers’ perceptions of microlearning. To address this gap, we developed and delivered a mobile course that followed a microlearning approach and covered various aspects of digital technologies and English language teaching. Eight primary school English teachers engaged in the course and shared their perceptions of the experience in semi-structured interviews. The findings suggest that they found microlearning to be more enriching and conducive to developing their digital competence than traditional CPD. It allowed them to address their immediate needs, develop practical skills, and integrate technology into their practices. The study provides important insights into the use of microlearning to support self-directed CPD. [ABSTRACT FROM AUTHOR]

Justin Weppner, DO, Andrea Conti, DO, Tonja M. Locklear, PhD, and Robert Samuel Mayer, MD Objective: This study compared the effectiveness of traditional lectures and microvideos in teaching baclofen pump programming and refilling to physicians who have completed less than 10 refills for the previous 2 yrs. Design: A mixed-method approach was used with 60 participating physicians specializing in physical medicine and rehabilitation or pain management. Preintervention and postintervention assessments were conducted using a rubric, and the participants' perceptions and preferences were gathered through focus group sessions. Results: Two thirds of the participants specialized in physical medicine and rehabilitation. No significant differences in the preintervention, postintervention, or knowledge retention scores were found between the traditional lecture and microvideo groups. Both methods demonstrated comparable effectiveness in improving the baclofen pump refilling and programming skills. Qualitatively, participants perceived both approaches as equally helpful, but those in the microvideo group raised concerns because of instructors' unavailability and online platform navigation. Nevertheless, they preferred the convenience, accessibility, and time efficiency of the microvideos. Conclusions: The study concluded that microvideos are an effective alternative to traditional lectures for acquiring knowledge on baclofen pump programming and refilling. Further research should consider learners' characteristics and investigate the benefits of blended learning in medical education. [ABSTRACT FROM AUTHOR]

In today’s rapidly evolving digital landscape, the quest to enhance learning experiences and outcomes has never been more pressing. This systematic literature review delves into the world of microlearning strategies to examine their role in addressing the challenges of learning in the digital age. Microlearning, characterized by its bite-sized, easily digestible content, is gaining prominence as a powerful tool for learners and organizations seeking effective, just-in-time knowledge acquisition. This review systematically examines the current body of research, focusing on microlearning strategies and their impact on enhancing learning outcomes. It explores the diverse array of microlearning techniques, from bite-sized content delivery and mobile learning to video-based learning and social learning, dissecting their effectiveness in different contexts. It also investigates the challenges educational institutions may face during the implementation of microlearning initiatives and proposes strategies to overcome these hurdles. Through an in-depth exploration of scholarly sources, this systematic review provides insights into the benefits of microlearning, its future trends, and recommendations for organizations aiming to leverage microlearning strategies to enhance learning outcomes. As digital technologies continue to reshape the educational landscape, this review serves as a comprehensive resource for educators, trainers, and decision-makers navigating the dynamic terrain of modern education. [ABSTRACT FROM AUTHOR]

Background: Design thinking is an iterative process that innovates solutions through a person‐centric approach and is increasingly used across health contexts. The person‐centric approach lends itself to working with groups with complex needs. One such group is families experiencing economic hardship, who are vulnerable to food insecurity and face challenges with child feeding. Objective: This study describes the application of a design thinking framework, utilizing mixed methods, including co‐design, to develop a responsive child‐feeding intervention for Australian families—'Eat, Learn, Grow'. Methods: Guided by the five stages of design thinking, which comprises empathizing, defining, ideating, prototyping, and testing. We engaged with parents/caregivers of a child aged 6 months to 3 years through co‐design workshops (n = 13), direct observation of mealtimes (n = 10), a cross‐sectional survey (n = 213) and semistructured interviews (n = 29). Findings across these methods were synthesized using affinity mapping to clarify the intervention parameters. Parent user testing (n = 12) was conducted online with intervention prototypes to determine acceptability and accessibility. A co‐design workshop with child health experts (n = 9) was then undertaken to review and co‐design content for the final intervention. Results: Through the design thinking process, an innovative digital child‐feeding intervention was created. This intervention utilized a mobile‐first design and consisted of a series of short and interactive modules that used a learning technology tool. The design is based on the concept of microlearning and responds to participants' preferences for visual, brief and plain language information accessed via a mobile phone. User testing sessions with parents and the expert co‐design workshop indicated that the intervention was highly acceptable. Conclusions: Design thinking encourages researchers to approach problems creatively and to design health interventions that align with participant needs. Applying mixed methods—including co‐design— within this framework allows for a better understanding of user contexts, preferences and priorities, ensuring solutions are more acceptable and likely to be engaged. [ABSTRACT FROM AUTHOR]

What do you do when employees want sustained, in-person, dialogic learning opportunities, but the realities of their work prevent participation in such learning events? Microlearning can offer an important solution to this conundrum but also requires careful navigation between design recommendations, learner preferences, learning objectives tied to work tasks, and assessment. This concurrent mixed methods research study uses identical convenience sampling to answer the research question: How is employee learning impacted by microlearning design decisions made to address fundamental contradictions presented by learner preferences and workplace contexts? This study focuses on the case of microlearning lessons on inclusive teaching in a professional development program for faculty at a small comprehensive university in the southeastern United States. Eleven participants' reflections, contributions to asynchronous discussions, responses to a post-program survey, and submissions on pre- and post-lesson assessments were analyzed through qualitative coding and descriptive and inferential statistics. While quantitative data analysis revealed significant participant learning aligned with lesson objectives, qualitative analysis revealed that learners also engaged in learning beyond these learning objectives. Complementing extensive literature on microlearning for procedural learning, this study provides new insights related to needs assessment, suitable learning objectives, social dimensions, and assessment of microlearning and offers recommendations for designing and assessing microlearning when adapting it to learners' preferences and workplace contexts. [ABSTRACT FROM AUTHOR]

Teachers fostering future-ready graduates need to master updated pedagogical and technological knowledge, so teacher professional development (TPD) is essential. Conventional TPD activities such as seminars and workshops are limited as they require specific time blocks and lack flexibility. The current study investigated TPD through microlearning courses in online and blended learning modes as an innovative TPD approach in Hong Kong. We applied a qualitative approach and thirty-two preservice teachers in the English language education program participated. The data were collected using questionnaires, semi-structured interviews, and observations for data collection. The pre-service teachers' digital competencies were evaluated against an observation protocol based on the SAMR framework and TPACK model. The effects of microlearning and the participants' digital competence needs were also identified. The results revealed how preservice teachers perceived the integration of technology and the challenges they encountered (e.g., design of learning tasks and time management). Based on the findings, personalized and hands-on training is recommended to fulfill teachers' diverse learning targets in applying specific technology and deepen their understanding of technology use. Furthermore, as more conceptual frameworks for assisting microlearning in TPD are necessary, this study can help enrich the underpinning theories for the microlearning design of TPD. [ABSTRACT FROM AUTHOR]

In higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These microlearning challenges were embedded in a higher education course to engage learners in brief, self-directed learning tasks that served as extensions of course content. The microlearning system in this case study, called "tech-flex challenges," was optional and implemented across five sections of an educational technology course for preservice teachers at a public university in the United States. Findings show that students had favorable perceptions of the system, but low participation rates. Students who completed microlearning challenges enjoyed them and were more likely to engage for learning purposes than to earn a micro-credential. Instructors also viewed the challenges favorably, but suggested that they should be woven into the course as a mandatory element to foster greater attention and participation. [ABSTRACT FROM AUTHOR]

Although the term microlearning has been around since 2005 (Hug, 2005), it has regained popularity in recent years due to the increasing mobility and competing priorities of adult learners. Today's learners seek smaller, focused lessons that deal with a single topic and can be consumed quickly. Yet, there are still many questions surrounding what microlearning entails, how it should be designed, who it is intended for, and how the learning in microlearning can be assessed. This special issue aims to explore the design, development, implementation, and assessment of microlearning, with an emphasis on designing microlearning experiences with today's learners in mind. After undergoing two rounds of rigorous reviews, four out of the 28 submissions received for this special issue were chosen for inclusion. This editorial note will introduce the special topic, analyze common themes across the selected papers, outline the procedures for paper solicitation and review, present summaries of the accepted papers, and synthesize the key findings. [ABSTRACT FROM AUTHOR]

AbstractThe emergence of educational video platforms has led to microlearning resources becoming increasingly mainstream. These platforms offer unique ecosystems and resource designs that better cater to the needs of learners. In this study, we examined the technology acceptance model (TAM) and task-technology fit (TTF) theory and conducted an empirical analysis of user satisfaction with new online learning spaces. We learned that perceived usefulness, perceived ease of use, and task-technology fit had significantly impacted user satisfaction, with these three factors collectively contributing to 78.2% of the variance in user satisfaction. Additionally, user satisfaction and task-technology fit significantly influenced the continuance intentions of users toward using these spaces, with both factors contributing to 66.7% of the variance in continuance intention. Overall, our findings revealed that the future development of new online learning spaces should consider the task requirements of learners and improve the platforms accordingly. [ABSTRACT FROM AUTHOR]

The study aimed to conduct a systematic literature review to identify the trends, impacts, and challenges of mobile microlearning (MML) research. Using five academic databases from the fields of social science, engineering, and medical science as search sources, 26 scholarly articles, published between 2015 and 2020, were retrieved. The study applied a content analysis method to analyze and synthesize the data with three focal points: (a) research purposes and publication sources; (b) research settings, including learning domains, contexts, research methods, measures, and participants; and (c) research outcomes, advantages, and challenges of MML based on the reviewed literature. Results indicated that the mixed-method approach has become a trend in MML studies and MML has been widely applied in both formal and informal settings, especially in the just-in-time workplace learning. In terms of advantages, MML not only enhanced learners' achievement and motivation but also improved skills and knowledge retention. Some deficiencies of MML that were identified included the need for further investigation on meaningful designs of microcontents to fit into small screen mobile devices and issues of usability. The paper discusses implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Technological advancements, the global pandemic, and a different student demographic have forced change in the development and delivery of learning in the higher education classroom. Educators are tasked with understanding and customizing instruction to a new learning environment, in which traditional approaches are not always most appropriate. One approach is microlearning. This study investigated student preferences for various modalities used in microlearning. Results showed short video, instructional screencast, and short live lecture, were preferred over static modalities such as infographics and short stories. Strong relationships within the modalities were also explored. Implications for academic practitioners and industry trainers are discussed. [ABSTRACT FROM AUTHOR]

The study considers the innovative educational technology of micro-learning to demonstrate how micro-learning can be used as an effective strategy for teaching a foreign language to adults in the system of additional education, at language courses of various types, in view of modern conditions and realities. The scientific novelty of the study is an example of modelling an English lesson according to the basic principles of micro-learning technology: brevity, conciseness, repeatability. The study has shown that micro-education contributes to increasing student activity and their involvement in the educational process. The study concludes that thanks to micro-education, it is easier for students to see the productive result of their actions, which in turn increases their confidence in further success. Moreover, it facilitates reflection, which is an integral part of any skill development. ‘Difficult’ tasks, on the contrary, may be inadequate to the level of language competence and make learning goals unattainable, which can become a serious factor in demotivating adult learners. The implications of this study extend beyond the immediate context of language education, pointing to the broader potential of micro-learning as a pedagogical tool for enhancing engagement and confidence in adult learners. As educational institutions seek effective strategies in adapting to modern learning environments, the study suggests that integrating micro-learning principles could offer a beneficial approach for optimising adult language acquisition and fortifying a positive and reflective learning experience. [ABSTRACT FROM AUTHOR]

The objective of the current research is to develop the production skills of electronic tests and technological acceptance of teachers with special needs by identifying the impact of the interaction between the pattern of doing activities (Individual, cooperative) and the level of assistance (summary, detailed) in the micro-learning environment, the research used the experimental curriculum, and the research sample consisted of special education teachers (prior to service) to the Faculty of Education of Al-Azhar University, numbering 100 teachers who were divided into four experimental groups; Measurement tools were (collector test-note card-technological acceptance scale) and after conducting statistical processes using the Spss 22 programme, the research produced a set of findings from the most important of the modular effectiveness of doing activities and the level of assistance with the micro-learning environment in developing the cognitive and performance aspects associated with e-test production skills In addition to increasing technological acceptance towards a micro-learning environment, the research recommended a set of recommendations, the most important of which would be to use micro-learning to develop many educational skills. in addition to the use of activity patterns and the level of assistance to diverse teacher groups. [ABSTRACT FROM AUTHOR]

The development and enhancement of creative thinking capacities is essential to marketing students' success. But despite marketing students' need to enhance and evidence their creative capacity skill set for the careers of the future, there exist few available models for marketing educators to introduce creative thinking skill development. This paper outlines how marketing educators can embed creative capacity skill development training in existing course designs using online masterclasses. Findings from a study of undergraduate marketing students enrolled in a pilot creative capacity development online masterclass reveal that this teaching innovation can be effectively employed to foster and enhance creative capacity skills. After participating in the embedded online masterclass, student assessments related to key creativity-development relevant learning objectives and ATTA scores both improved. This case example of microlearning and creativity focused skill development provides key insights into the ways in which we might develop the critical creative capacities of our students across disciplinary contexts using online microlearning modalities. A detailed project implementation plan and suggested model of masterclass content are provided for educators interested in helping learners develop the creative capacities they need for the careers of the future. [ABSTRACT FROM AUTHOR]

Objective: Microlearning and gamification through mobile technology can significantly enhance knowledge acquisition and satisfaction. Roozbehyar application, was designed using microlearning and gamification approaches for psychiatry clerkship training. Method: This quasi-experimental study was conducted in Roozbeh Hospital, in 2021. The intervention group was assigned to the Roozbehyar during a 4-week course. Knowledge and satisfaction were assessed after 4 weeks. Results: We recruited 27 (F/M: 19/8) and 35 students (F/M: 22/13) in the intervention and control groups, respectively. Learning through Roozbehyar was associated with higher scores in the final written exam (p value: 0.031). No difference was seen in the final global assessment scores. The satisfaction scores of the students regarding the content and learners' aspect of the application were above average, yet scores in structural and support aspects were below average. Conclusions: We highlighted the effect of a microlearning mobile application in increasing knowledge and satisfaction in psychiatry training in medical students. [ABSTRACT FROM AUTHOR]

Microlearning provides a valuable and efficient strategy for delivering content to students. As online enrollments continue to increase, further research is needed to determine how students experience microlearning in an online learning format. In this qualitative study, a focus group was used to explore how learners experienced an online microlearning activity through the lens of Robert Gagné's nine events of instruction. Gagné's framework is designed to maximize cognitive processing and learner engagement. Using a hybrid process of deductive and inductive thematic analysis, learners' experiences were used to determine if each of Gagné's nine events were present during a selected online microlearning activity. This study revealed that eight of Gagné's nine events were detected. The results provide faculty with a better understanding of how students experience online microlearning and will inform faculty and course designers of critical elements to consider in the development of future online microlearning instruction. [ABSTRACT FROM AUTHOR]

Sharing and exchanging knowledge among workers in organizations has received considerable attention in the literature, whereas knowledge seeking attitudes and behavior are less reported. This paper presents findings from a qualitative study of knowledge seeking by hotel employees in Dubai, UAE. Distinctive characteristics of hotel workforces in Dubai are identified. Employees emphasized proactive knowledge seeking, rather than knowledge sharing. These findings highlight the importance of providing organizational support for pull learning approaches to employees' knowledge acquisition, through technology-enabled microlearning practices. In this way, organizations are likely to benefit from greater employee satisfaction, retention, competence and productivity. [ABSTRACT FROM AUTHOR]

With the rapid evolution of learning and instruction in the digital age, microlearning provides small, targeted blocks of information to learners to enhance knowledge retention and engagement. As the demand for eLearning increases due to Covid-19 and digitally immersed learners, microlearning allows for discrete, specialized tasks combined into customized learning plans for professional development. An online microlearning course certification with gamification incentivizes participants to earn digital badges. These digital badges are micro-credentials. These digital badges signify competency-based learning through the mastery of each unit. Microlearning courses with Merrill's First Principles of instruction maximize participant knowledge and skills by proposing to solve real-world problems. With this model, learners demonstrate that they learn the material through measurable gains in performance competencies. The literature review explores microlearning and micro-credentialing and a theoretical framework that combines connectivism, Merrill's First Principles of Instruction, and competency-based learning. With the self-paced component of microlearning, participants take ownership of their learning experience and thus, increase their motivation to learn. [ABSTRACT FROM AUTHOR]

In recent years, publications on microlearning have substantially increased, as this topic has received extensive attention from scholars in the instructional design and technology discipline. To better characterize and understand microlearning, there is a need for comprehensive bibliometrics assessments of the literature on microlearning. To this end, this bibliometric study collected 208 relevant publications on microlearning from the Scopus database, published in diverse contexts. Using quantitative topic modeling and qualitative content analysis methods, we identified four major themes in these publications, namely: (1) design of microlearning; (2) implementation of microlearning as an instructional method strategy and an intervention; (3) evaluation of microlearning; and (4) the utilization of mobile devices for microlearning. Based on the study findings, we discuss the significance of the study and provide implications for research and practice, particularly in fostering rigorous inquiry on the topic of microlearning, expanding the context of research to include K-12 settings, and focusing on mobile-based microlearning. [ABSTRACT FROM AUTHOR]

In the COVID-19 pandemic period, most students felt lonely, accordingly their motivation for self-learning was low. The study aimed to increase their enthusiasm for work, and to improve their learning of biochemical subjects in the medical education programme during the pandemic period. Small parts of educational materials (microlearning) were presented in different formats such as videos, interactive education exercises, game-based quizzes and final exam was taken. The achievement of learning objectives of the course was evaluated by a survey. Students participating in daily activities gained higher self-confidence in learning and their final exam grade was higher compared to non-participating students (7.35 ± 1.37 vs 7.06 ± 1.88, p = 0.038). Most of the students agreed that daily activities (52%) increased their motivation to work. This approach might be proposed as a practice that supports distance learning, or even traditional education, especially in medical education that includes complex issues. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. Design/methodology/approach: A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument. Findings: The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. Research limitations/implications: The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work. Originality/value: COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world. [ABSTRACT FROM AUTHOR]

This case study details microlearning content development, testing, and implementation of the NATO Headquarters Supreme Allied Command Transformation (HQ SACT) e-Learning Networking App (NeNA) conducted by an AECT microlearning consulting team. NeNA was designed to provide microlearning "just-in-time" content, to create socialization (affinity spaces), channel organizational content, and increase employee motivation. The purpose of the AECT and HQ SACT partnership was to test the NeNA app as a viable way to develop and deliver microlearning content that personalizes self-directed learning, reduces cognitive load, meets the changing needs of the younger workforce, and captures implicit knowledge of employees prior to the end of their military duties. Primary lessons learned surrounded the importance of practitioner awareness of organizational and contextual challenges, including usability of solutions and essential steps to onboarding (training and integration), when adopting mobile learning solutions to provide performance support and improvement to employees. [ABSTRACT FROM AUTHOR]

The article focuses on study conducted on micro-learning in teacher professional development (TPD) course for ICT leaders with the aim to expose teachers to pedagogical-technological knowledge and practices. Topics discussed include importance of andragogy in planning of TPD processes; benefits of micro-learning approach in blended learning model in TPD helping users to reduce information overload; and processes and outcomes in a TPD course designed for ICT leaders.

Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students’ academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant’s own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning. [ABSTRACT FROM AUTHOR]

Intelligent systems can be used to build systems that simulate human behavior. One such system is lip reading. Hence, lip reading is considered one of the hardest problems in image analysis, and thus machine learning is used to solve this problem, which achieves remarkable results, especially when using a deep neural network, in which it dives deeply into the texture of any input. Microlearning is the new trend in E-learning. It is based on small pieces of information to make the learning process easier and more productive. In this paper, a proposed system for multi-layer lip reading is presented. The proposed system is based on micro content (letters) to achieve the lip reading process using deep learning and auto-correction models for error detection and correction of the accumulated words s pelled by the lip reading system. The proposed system was implemented on a proposed dataset gathered using 02 persons of different ages and genders. The model achieved 98% accuracy in micro content recognition and 73.6% accuracy in accumulated word lip reading. [ABSTRACT FROM AUTHOR]

As part of a design-based research effort into disrupting the spread of COVID-19 misinformation, we have iteratively designed, developed, and evaluated a learning intervention intended for public audiences. In this paper we describe the design principles we created to guide our applied research into education on the topic of online misinformation. The six principles guiding our design are: microlearning; equity; relevance and appeal to learners; interventions that do not inadvertently spread misinformation; effective counter messaging; and engagement on an emotional level. These principles are grounded on equitable design, anti-misinformation design, and emotional design. [ABSTRACT FROM AUTHOR]

The article discusses the Micro-Learning: Research Skills Toolkit Workshop Series developed by librarians at Stetson University's duPont-Ball Library. This program aims to engage students in information literacy through short, focused learning modules that can be completed in 15-20 minutes. The series covers topics such as navigating the library's electronic catalog, searching for information, and developing effective research strategies. The article also provides steps for implementing micro-learning in other libraries and emphasizes the adaptability and scalability of the series. [Extracted from the article]

Background: This study was designed to evaluate the effect of a micro-learning enriched environment on general medical students' learning and achievement motivation in gastrointestinal anatomy. Method: In this quasi-experimental study, the control and the intervention groups consisted of 69 and 66 students of the basic sciences curriculum phase of general medicine, respectively, who had the gastrointestinal anatomy course in the first and second semesters of the academic year 2019-2020. The intervention group's learning environment was enriched using the microlearning approach, and the control group's teaching method was conventional. Formative and summative assessments were used to evaluate the students' learning, and the Hermans questionnaire was used to determine achievement motivation. Results: The findings indicated that there was a statistically significant difference between the two intervention and control groups in terms of learning outcomes (P<0.001) and achievement motivation (P=0.042). In addition, there is no significant relationship between gender and grade point average (GPA) factors with achievement motivation (P=0.41, F(3,4)=1.234) and also between gender and GPA factors with learning (P=0.67, F(3, 4)=0.662). Conclusion: The environment enriched with micro-learning can enhance medical students' learning and achievement motivation. [ABSTRACT FROM AUTHOR]

This paper presents the technical proposal of a novel approach based on Ant Colony Optimization (ACO) to recommend personalized microlearning paths considering the learning needs of the learner. In this study, the information of the learner was considered from a disciplinary ICT perspective, since the characteristics of our learner correspond to those of a professor with variable characteristics, such as the level of knowledge and their learning status. The recommendation problem is approached as an instance of the Traveling Salesman Problem (TSP), the educational pills represent the cities, the paths are the relationships between educational pills, the cost of going from one pill to another can be estimated by their degree of difficulty as well as the performance of the learner during the individual test. The results prove the approach proposal capacity to suggest microlearning path personalized recommendation according to the different levels of knowledge of the learners. The higher the number of learners, the behavior of the algorithm benefits in terms of stability. [ABSTRACT FROM AUTHOR]

Microlearning has gained popularity in both the training industry and professional studies disciplines over the last several years. While substantial information exists in industry articles and commentaries on the definition of microlearning—along with how to create, develop, and implement it—a closer look at the existing research is important. Further study is needed to understand how to inform instructional design professionals of current trends and the effects of microlearning training on the enhancement of learner performance in both workplace and academic settings. Thus, this scoping review aims to examine the literature and identify noticeable trends, patterns, and evidence of how microlearning has been used and implemented in both academic learning and industry training settings. [ABSTRACT FROM AUTHOR]

The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs. Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions. • Seeking learning or curiosity drive reasons to enroll in microlearning. • The effectiveness of microlearning hinges on reasons for enrolment and relevance to job roles. • Two thirds of the participants in microlearning are satisfied covering their learning objectives. • Four types of learning outcomes with increasing effectiveness are identified. • Outcome types: entertainment, updating knowledge and skills, unexpected learning and effective learning. [ABSTRACT FROM AUTHOR]

The current work validated the decomposed theory of planned behaviour (DTPB) with working adults to assess its ability to predict intentions to participate in microlearning and also identify the significant factors that drive microlearning usage decisions. We found that positive attitudes towards microlearning (Attitude), stronger beliefs in others' opinions regarding microlearning use (SN), and stronger perceptions about one's capability to engage in microlearning (PBC), are associated with stronger intentions to participate in microlearning. All decomposed constructs were found to be significant predictors of the respective factors, except superior influence (SI) and resource facilitating conditions. We discuss potential targeted interventions focused on what works best to encourage microlearning adoption. For instance, while reporting superiors have no significant influence over one's microlearning use decisions, the opinions of peers and colleagues positively influence microlearning use. Hence, focusing on embedding community‐related aspects into a microlearning design may effectively encourage the use of microlearning. Practitioner notesWhat is already known about this topicThe decomposed theory of planned behaviour (DTPB) is reported to be suited for studying e‐Learning adoption due to its robustness and high explanatory power.The DTPB allows for a deeper and more detailed explanation of behavioural intentions compared to other models.However, the DTPB has not been explored for learning innovation such as microlearning.What this paper addsThe DTPB was found to be theoretically sufficient for predicting intentions to participate in microlearning.Attitudes towards microlearning was found as the strongest determinant of intentions, followed by one's beliefs in others' opinions regarding microlearning use, and lastly, perceptions about one's capability to engage in microlearning.Contrary to expectations, only the influence of peers in one's social circle was significantly predictive of subjective norm, while the influence of those in positions of authority in the workplace (e.g., one's reporting manager or superior) was not.Additionally, while self‐efficacy and technology‐related facilitating conditions (e.g., technical compatibility, technical support) were significant predictors of perceived behavioural control, the availability of resources required to perform microlearning was not.Implications for practice and/or policyFactors identified as strongly influential for behavioural intentions may aid in facilitating and accelerating microlearning adoption in the workforce. [ABSTRACT FROM AUTHOR]

Through a semi-structured survey of mobile journalists (N = 433), the study investigated mobile journalists' learning needs and learner experiences related to their digital skills development with smartphones. Results indicate that not only novice journalism students but also experienced educators, professionals, or mass communication and media workers had a high level of demands on developing specific digital skills, especially skills with smartphones, such as writing better headlines and stories for mobile audiences, shooting and editing 360° videos, and programming skills such as HTML. Recommendations are made for future research that mobile journalists indicated mobile microlearning is a promising approach to support their just-in-time learning. [ABSTRACT FROM AUTHOR]

Every year the problem of higher educational establishments' modernization, introduction of the newest methods and strategies of educational process reorganization, estimation of achievements in the context of information technologies becomes more and more urgent. The situation with the COVID-2019 pandemic has demonstrated the need to involve additional information approaches to teaching within the system of blended learning in higher educational establishments. As a result, the question arises: what mechanisms can be used to make learning effective? The article reveals the concept of "microlearning" as the latest approach in education and identifies its key tools in formation of English-language competencies in university students. The study found that microlearning can be an effective complement to traditional learning, as it extends the learning process beyond the classroom on the basis of information technology, allows consolidating virtually and deepening the knowledge gained during practical classes, and provokes students to daily communication outside the establishment through social network. Moreover, we propose a strategy for implementation of microlearning on the example of the educational process at Kherson State Maritime Academy through interaction of practical classes in the line of communicative-competency approach, virtual and online learning on the principle of rotation. [ABSTRACT FROM AUTHOR]

Background: As technology advances, the gap between learning and doing continues to close—especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group‐based and/or didactic faculty development. Methods: The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre‐existing literature to propose a new conceptual model. Results: The authors propose a new conceptual model, the Just‐In‐Time Learning Loop, to guide the development of online faculty development for just‐in‐time delivery. Conclusions: The Just‐In‐Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology‐enhanced learning field (e.g., microlearning, micro‐credentialing, badging) to create new types of learning experiences for their end‐users. [ABSTRACT FROM AUTHOR]

To improve the awareness of less technical personnel to potential Loss of Containment (LoC) scenarios and increase their vigilance to such events & their potential causes so they can be promptly addressed; memorable images are shown on familiar playing cards representing typical LoC events. [ABSTRACT FROM AUTHOR]

The study aims to innovate the teaching and learning process of mathematics with a group of elementary school students from a rural population of Colombia, where the use of information and communications technology resources, as well as internet access in limited. The teachers implement microlearning so that children learn to solve arithmetic problems. The experience is descriptive with a non-probabilistic convenience sampling, developed from the creation and application of a virtual learning object whose pedagogical strategy was the use of microlearning. The study shows that the use of information and communications technology resources assist the students to learn mathematics. It also develops the office content, skill to interpret, know and solve mathematical problems from everyday situation to students. [ABSTRACT FROM AUTHOR]

The constant change in technology, its impact on the electronic information environment and complex library users are forcing academic librarians to majorly change their skill set. Patrons no longer request for physical information but are accessing and retrieving information electronically. This study investigated the current training needs of librarians in Tanzanian academic libraries with the aim of developing microlearning intervention for training. Using a self-administered questionnaire, data were collected from 138 librarians in six Tanzanian academic libraries. Results identified the most important competencies and skills needed by the librarians and also identified barriers to librarians training. Identifying librarians' training needs will accelerate the training required for the librarians to gain current expertise based on need. Using microlearning for training will eliminate the barriers to librarians' training. Increasing training and learning efficiency is crucial if these academic libraries are to maintain relevance and continue to meet the needs of their users. [ABSTRACT FROM AUTHOR]