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Abstract The study aimed to perform a literature review to identify the trends, impacts, and challenges associated with the integration of microlearning and social media. A total of seven academic databases were used as sources for searching: Scopus, Web of Science, ACM, EBSCOhost, PubMed, ProQuest, and IEEE. A combination of keywords related to microlearning and social media was employed during the search process. No specific date limit was imposed, but only materials published in English were considered for inclusion. A total of 2312 articles were identified in the first phase of the search. Sixteen articles were selected during phase two after applying the inclusion and exclusion criteria. The reviewed studies encompassed various fields, including computing, programming, language, nursing, surgery, and radiology. Additionally, multiple social media platforms were identified, such as podcasts, chatbots, Facebook, Instagram, LinkedIn, MP3, TikTok, Twitter, YouTube, and Sina Weibo. The results indicate that the integration of microlearning and social media has the potential to enhance learning outcomes positively. These outcomes include increased learner satisfaction, expanded reach, improved learner engagement, and enhanced learning effectiveness. Additionally, the review highlights that the most significant benefits of combining microlearning with social media are increased reach and enhanced learner engagement.

One of the innovative learning media that can be applied is learning video. Geo Talk Media is an innovation in education that combines the microlearning approach with multimedia technology by utilising natural resources as a laboratory in South Malang. This research aims to produce microlearning-based video learning media. The main focus of this platform is to foster student learning interest in Natural Resources material, especially those in South Malang. The type of research used is Research and Development (RnD), using the ADDIE development model. The instrument used is an open questionnaire with qualitative descriptive data analysis and a closed questionnaire with quantitative descriptive data analysis. The research subjects were geography teachers and students of class X SMAN 1 Kepanjen. The results showed that the micro-learning approach of Geo Talk learning video media can foster student learning interest in natural resources material in the South Malang laboratory. Proven by the percentage level of 87.12% with very feasible criteria. This research is important because it can overcome the problems that are often found, namely the limited focus of students in understanding the material provided, so that the advantages of this media are effective in helping facilitate student understanding of the material taught with a microlearning approach, and can provide new experiences for students.

Abstract 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

Purpose – This study focuses on assessing the improvement in learning motivation of class VIII students at a junior high school in Surabaya after applying a microlearning-based guided inquiry orientation model. The research also evaluates different aspects of motivation to measure overall learning motivation, aiming to offer recommendations for educators to enhance future teaching methods and boost student motivation. Method – This study employed a one-group pretest-posttest design, concentrating on the increase in learning motivation among junior high school students through the application of a microlearning-based guided inquiry model. The data was collected using a questionnaire consisting of 20 statements, focusing on various aspects of learning motivation. Findings – The study results indicated that implementing the guided inquiry model with a microlearning orientation successfully increased learning motivation, as evidenced by the N-Gain test, which showed an average score of 0.70 in the moderate category. However, the lowest improvement was observed in the self-confidence aspect. This was partly because students' self-confidence had already developed prior to the application of the guided inquiry model with a microlearning orientation. Additionally, the low results in self-confidence were attributed to the teacher-centered learning approach, which reduced students' engagement. A possible solution is to adopt student-centered learning methods that foster motivation. Research Implications – This research aids educators in analyzing students' learning motivation. The implementation of effective learning methods is reflected in improvements across all aspects of motivation, with moderate to high levels. The integration of a microlearning-based guided inquiry model positively impacts students' motivation, as demonstrated by their attitudes toward various motivational aspects.

Purpose – This research aims to analyze the critical thinking skills of class VIII-I students at SMP Negeri 1 Sampang before and after implementing Discovery Learning which is stimulated by microlearning. Apart from that, this research was conducted to increase knowledge regarding efficient learning models used to improve critical thinking skills. Method – This research uses a quantitative approach with a pre-experimental design research type. The design used is One Group Pretest-Posttest Design. Data were analyzed using quantitative descriptions with the N-Gain data analysis technique which was then categorized using the criteria table by Hake 1998. Findings – Based on research results, the video-oriented microlearning Discovery Learning model can improve students' critical thinking abilities. This can be seen from the N-Gain results on three indicators which have increased to the high category, namely the basic support indicators, prior clarification, and strategy and tactics. However, there are still two indicators that have increased only with moderate criteria, namely the basic clarification and inference indicators. So further research is needed to find out how long it takes to apply the model until all critical thinking indicators are in the high category. Research Implications – The application of microlearning to the Discovery Learning model stimulation provides excellent implications in increasing student activity in science learning. The research results show that the use of microlearning videos in the Discovery Learning stimulation model is effective in improving junior high school students' critical thinking abilities. It is recommended that further research optimize the learning process and conduct research in more than three meetings for maximum results. This model can also be used in other chapters and subjects that require critical thinking skills.

Este artigo explora o conceito de Microlearning como uma estratégia inovadora para otimizar o tempo de aprendizado. Discute-se a eficácia dessa abordagem no contexto educacional contemporâneo, destacando suas vantagens, estratégias de implementação e os impactos na qualidade da aprendizagem. A pesquisa examina o potencial do Microlearning para fornecer conteúdo relevante e direcionado, adaptado às necessidades individuais dos alunos.

BackgroundThe high incidence and mortality rates of urothelial carcinoma mean it remains a significant global health concern. Its prevalence is notably pronounced in industrialized countries, with Spain registering one of the highest incidences in Europe. Treatment options are available for various stages of bladder cancer. Moreover, the management landscape for this disease has been significantly transformed by the rapid advances in immunotherapy. Healthcare professionals who diagnose, treat, and follow up with bladder cancer patients need comprehensive training to incorporate these advances into their clinical practice. To bridge these knowledge gaps, we set up the E-PIMUC program to educate healthcare professionals on bladder cancer management and specifically immunotherapy.MethodsE-PIMUC used an innovative microlearning methodology comprising bitesize learning pills that support efficient acquisition of specialized expertise. We used a mixed methods, quantitative and qualitative approach to assess the success of the E-PIMUC program. Data collection encompassed pre-post testing, participation metrics, satisfaction surveys, and self-perceived performance assessments.ResultsA total of 751 healthcare professionals enrolled in the program. Of these, 81.0% actively engaged with the content and 33.2% passed all tests and were awarded the course certificate and professional credits. The course received satisfaction ratings of 94.3% to 95.1% and significantly improved the declarative knowledge of participants who had a range of professional profiles (p < 0.001). Participants reported increased confidence in applying immunotherapy principles in their practice (average improvement of 1.4 points). Open-ended responses also underscored participants’ perceived benefits, including expanded knowledge and enhanced patient interaction skills.ConclusionThe E-PIMUC program provided effective, comprehensive, cutting-edge training on bladder cancer management, particularly on the use of immunotherapy in this area of oncology. The high participation rates, positive satisfaction scores, substantial knowledge enhancement, and improved self-perceived performance, are all testament to the program’s success. E-PIMUC was endorsed by regulatory bodies as a trusted educational resource in urothelial carcinoma management. What is more, complementary initiatives brought together patients and medical experts to foster a holistic, patient-centered approach to the complexities of bladder cancer care.

This study investigates rapid guessing behavior (RGB) in a microlearning environment, which has gained importance due to its growing user base in formal and informal education. The presence of RGB in question responses can distort the perceived difficulty of the content and skew the overall assessment of a student’s abilities. When test-takers respond without careful consideration, their scores may not accurately reflect their knowledge and skills, potentially leading to incorrect conclusions about student performance and the effectiveness of the educational content. The primary goal of this research is to evaluate whether methods designed for RGB detection in traditional testing environments can be effectively applied in microlearning-a low-stakes context that contrasts with traditional high-stakes testing scenarios. Three different approaches to RGB identification, represented by six methods, were selected for this study. These include the nominal time method based on average response time (NT10), visual identification of bimodal distributions in response times, and a group of methods that combine response time and accuracy (RTRA and CUMP). Additionally, the study aims to identify variables that can categorize students based on their behavior and performance and examine how these variables can improve the accuracy of RGB detection. Analyzing real-world data, the study focuses on student interactions with microlearning content, particularly regarding response times, accuracy, and engagement levels. The findings confirm that methods developed for RGB identification in traditional settings can be adapted for use in microlearning environments. Furthermore, the study reveals significant differences in RGB identification when students are clustered by reading speed and learning performance.

This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students’ accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.

This systematic review examines the empirical literature published between 2015 and 2021 on mobile-based microlearning in adult learning contexts. The rapid shift to online learning in 2020 in response to the global COVID-19 pandemic has emphasized the need to explore flexible learning options for adult learners. The convenience of mobile-based learning has increased due to the prevalence and global access to mobile devices. Mobile-based microlearning is an emerging area of research, and in this systematic review we explore ways adult learning contexts – including workplace and higher education – have integrated mobile-based microlearning to support instructional goals. We synthesize nine articles about mobile-based microlearning highlighting findings and implications for facilitators. Our findings showed that mobile-based microlearning is being implemented in various instructional contexts and the included studies focused on effectiveness and design principles. We conclude our review with recommendations for implications for practice.

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.

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.

Purpose: The study investigated the possibility of establishing concurrent vocational education and training through microlearning platforms by assessing whether universities in Garowe had the minimum basic facilities to establish such programmes, whether academic staff were aware of the state of vocational education, its importance, the rate of unemployment in Garowe and Puntland in general, and whether university professionals were willing to establish these training programmes as concurrent options. Method: It was a survey study of a qualitative approach and data was collected using an inventory checklist of institutions capacity, a close ended questionnaire to academic staff on their general perception of vocational education and training, and detailed interviews of both academic and administrative staff purposively selected at higher education institutions in Garowe to find out their willingness as stakeholders to adopt vocational training at higher education using microlearning approaches. Findings: Universities in Garowe Puntland have the basic minimum facilities to establish microlearning oriented platforms although respondents emphasise that it should be supplemented with some physical practical sessions and modules. It is evident that introducing vocational education at higher education is one of the solutions to the unending graduate unemployment. However just like some respondents recommend, micro-learning for vocational education should be supplemented with some physical practical sessions and modules, hence a kind of blended approach. The study also found that there is hardly any career guidance done at the secondary school level and this affects choice of professional careers as students transition from secondary to tertiary education. Conclusions: It is evident from findings that the attitude towards vocational education in Puntland has not been good, although with awareness and given the increased rate of graduate unemployment, the attitude can also be changed gradually. The study recommends a needs assessment before establishing certain training programmes to avoid the recurring challenges of mismatch between training programmes and the labour needs plus a need to intensify their international and regional collaborations with more experienced organisations and institutions. There is need for a curriculum review process of the existing university curriculum to accommodate the vocational concurrent programmes.

Abstract 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.

This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.

This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.

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.

By providing students with brief and focused learning resources, microlearning has been touted as a potential means of fostering critical thinking in learners. To increase students' reading abilities at the fundamental grade 10 level according to the CEFR Level, the aim of this study is to give an overview of how critical thinking is incorporated in the use of microlearning material objects. The results are anticipated to be used as a guide by the corporate community, government, and academia in promoting, developing, and putting into practice microlearning in English reading. Two different sets of analysis were performed for this investigation. The author begins by reviewing the instructional materials of English Reading in light of the Kurikulum Merdeka. The author also looks at the stages of adopting microlearning in learning from a variety of sources. According to the results of the reviews on microlearning, there are various methods and forms of microlearning that may be utilized to create learning materials for reading. From a work-based learning standpoint, microlearning has been identified as a key topic in talent development. To assist people in learning on the correct road through accurate knowledge and ethical reasoning, policy makers, educators, researchers, and participants should look into strategies to encourage, generate, and apply microlearning.

La enseñanza del cálculo diferencial en México es motivo de estudio por su relevancia en los niveles medio superior (bachillerato) y superior; de manera especial, la comunidad científica, mediante el enfoque diferentes representaciones, ha estudiado las dificultades en el estudio del límite y/o la derivada, como dos importantes nociones vinculadas a los procesos de variabilidad de una función. Esta investigación incorpora, al empleo de múltiples representaciones, el uso del microlearning como un mecanismo auxiliar para la apropiación de ambos conceptos del curso. Mediante un diseño instruccional y una metodología descriptiva, de naturaleza mixta, se analiza el contenido de las respuestas proporcionadas por los estudiantes. Se pudo constatar que, la vinculación con los nuevos recursos tecnológicos brinda una mejor comprensión, y adaptabilidad, de parte del estudiantado; de manera especial, en lo que concierne a las aplicaciones a situaciones propias de su contexto, que resulta ser una de las competencias a lograr dentro de los programas establecidos por la Dirección General de Bachillerato de México.

La enseñanza del cálculo diferencial en México es motivo de estudio por su relevancia en los niveles medio superior (bachillerato) y superior; de manera especial, la comunidad científica, mediante el enfoque diferentes representaciones, ha estudiado las dificultades en el estudio del límite y/o la derivada, como dos importantes nociones vinculadas a los procesos de variabilidad de una función. Esta investigación incorpora, al empleo de múltiples representaciones, el uso del microlearning como un mecanismo auxiliar para la apropiación de ambos conceptos del curso. Mediante un diseño instruccional y una metodología descriptiva, de naturaleza mixta, se analiza el contenido de las respuestas proporcionadas por los estudiantes. Se pudo constatar que, la vinculación con los nuevos recursos tecnológicos brinda una mejor comprensión, y adaptabilidad, de parte del estudiantado; de manera especial, en lo que concierne a las aplicaciones a situaciones propias de su contexto, que resulta ser una de las competencias a lograr dentro de los programas establecidos por la Dirección General de Bachillerato de México.

Technology integration in higher education (HE) provides educators with the opportunity to design stimulating learning environments, especially in design and engineering education (DEE) where it plays a unique role in nurturing creativity, problem-solving and innovation. This study investigates the integration of an augmented reality (AR) educational game in DEE, focusing on the teaching of Design for Manufacturing and Assembly (DfMA) principles. The primary aim of this research is to enhance traditional DfMA teaching and learning (T&L) practices by applying innovative T&L strategies. The resulting AR DfMA game, developed using digital game-based learning, microlearning and collaborative learning techniques, aligns with the Universal Design for Learning framework to create an inclusive learning environment that encourages participation from all students and supports several learning styles.The study tests the individual features designed for personal study opportunities to discover which elements are optimal in that environment, and then on the proposed in-class group components of the AR game, involving 68 participants from the appropriate program, though it is not currently implemented as part of a module. We utilize a mixed methods approach to examine the students’ experience and identify key design features that contribute to an inclusive educational experience. The findings highlight positive student experiences, and preferences for hands-on engagement, multimodal content, and collaborative activities. The AR DfMA game also has the potential to enhance intrinsic motivation and create an active and inclusive learning environment. Challenges and areas for improvement are also discussed.

Purpose – This study aims to explore how learners prefer to interact with microlearning videos. Microlearning is an emerging topic in work-based learning, and the benefits of using video in supporting learning have been widely discussed. However, only very few of previous works were conducted on discussing how learners prefer to interact with microlearning video. This paper aims to fill this knowledge gap. Design/methodology/approach – A questionnaire was used in this study for data collection purposes. In total, the invitation had been sent to 236 enrolled learners from the three targeted modules through emails. A total of 77 participants completed the survey with the response rate of 32.6%. The chi-square test is used in this study in order to conclude whether the findings from the sample related to hypotheses are statistically significant. Findings – By analysing primary data collected from a United Kingdom (UK) university, the findings suggest that 1) the perceived usefulness of the control functions and the expression functions of multimedia microlearning videos are generally high and 2) more participants, on the one hand, prefer to have more control in their multiple-choice questions’ arrangement and open-ended questions’ arrangement; on the other hand, there was no significant difference on the preference of when to attempt assessment. Originality/value – This is the first time that a study like this had been conducted to review and discuss the interactive preferences between learners and multimedia microlearning. This study could shed some lights on future research in the field of microlearning and work-based learning.

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians’ acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians’ training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges.

The Fourth Industrial Revolution which is characterized by rapid breakthroughs in digital technology, automation, and artificial intelligence, is revolutionizing both the classroom and workplace learning settings. This change in the classroom and workplace setting is characterized by changing skill requirements, accelerating knowledge obsolescence, need for personalized and adaptive learning experiences, a culture of continuous learning, and on-demand performance support. The educational landscape is changing with the intervention of technology into our lives and new and innovative ways of learning are emerging. The key stakeholders in the education system are teachers and their professional development has utmost significance in helping education pick pace with societal changes. The various strategies of microlearning are useful for teachers to enhance their skills and mitigate the impact fourth industrial revolution is having in terms of quicker knowledge obsolescence and new job creation. Microlearning can provide considerable benefits in the Indian classroom context since traditional educational systems struggle to keep up with these changes. According to a Deloitte University Press research report, microlearning can improve learning retention rates because it provides learners with bite-sized, focused content that is easier to digest and retain than lengthy classroom lectures or training sessions. The interactive and self-directed learning approaches, such as microlearning, can lead to higher learning outcomes compared to traditional classroom teaching (Sitzmann, 2011). The paper provides a look into effective microlearning strategies that can help in dealing with the problems of the traditional classrooms in the current digital society.

This paper aims to find the “attitude of secondary students towards artificial intelligence.” Intelligence is a blessing received to humankind through we can learn new things, experience surrounding, and solve complex problems by making our life at pace (Ewert, 2018). Likewise, artificial intelligence (AI) is one of such abilities given to machines by humans to perform all possible tasks which humans can perform (Kengam, 2020). Rapidly growing technology has continuously changed human existence, including robotics and automation leading to the magical transformation. However, this technological transformation has not left the education field untouched. Through the Digital survey, this paper analyzes the understanding of secondary students towards artificial intelligence and its possible effect in the field of education. The researcher found the high attitude in Pune city from the qualitative and quantitative data collected.

Objective: The article aims to present the opportunities of the practical use of an online financial calculator considered as an improvement when compared to already existing tools and as a supplement to Osterwalder and Pigneur’s business model canvas. It facilitates the calculations required by entrepreneurs and start-ups to assess data related to financial forecasting. Research Design & Methods: The article adopts a conceptual analysis approach and a statistical evaluation of the proposed financial calculator by 58 Polish entrepreneurs. The latter tested the calculator and assessed its functionality, listing the most interesting aspects. Findings: The results demonstrate that forecasting the payback period over several years is the most useful function offered by the proposed online financial calculator. The second most important element is its calculation of an estimation of investment costs, which is useful for start-ups and entrepreneurs. The conceptual analysis findings consider the tool to be a form of ‘microlearning’ and an improvement on existing tools. The article demonstrates how it can be easily used by entrepreneurs and start-ups for conducting financial calculations. Implications & Recommendations: An analysis of the already existing financial tools indicates that they are either too simple or too complex. The proposed online financial calculator supplements the information inputted into the cost structure and revenue model elements in the business model canvas. The financial calculator ought to act as a tool that significantly supplements the business model canvas. Contribution & Value Added: This article addresses a gap in the literature related to criticism directed towards the business model canvas. The latter does not allow for any financial calculations. The inclusion of the financial calculator with the business model canvas enables the provision of new financial insights. It enables entrepreneurs to assess when economic viability will be achieved. Considered a simple and easy-to-use microlearning tool, the financial calculator is user-friendly and it allows for the inputting of data (multiple times, if required) in a brief period, being both cost-effective (as it is publicly available online at no cost) and efficient due to the brief period required to use it. To date, there is no other adequate tool that may be used to determine the optimisation of assets of either a start-up or of an already existing enterprise. Neither is there an adequate online financial tool that addresses the cost structure and revenue streams elements in the business model canvas.

El microlearning es un concepto de reciente estudio y con una aparente tendencia educativa. La presente investigación tuvo como objetivo integrar de forma sistemática los resultados de los estudios sobre la aplicación del microlearning en el ámbito educativo, con el propósito de determinar el estado del arte en los últimos años. Se obtuvieron documentos de seis bases de datos científicas: Dialnet, DOAJ, ERIC, Redalyc, SciELO y Science Direct y se realizó un análisis mixto. El hallazgo más importante fue identificar que faltan modelos integrales para aplicar el microlearning, ya que existe hasta ahora poca evidencia de estudio para su correcta implementación y evaluación del aprendizaje en los entornos educativos.

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 Background In the present age, e-learning has been playing a good role in educational and clinical settings along with face-to-face training. This study aimed to determine the effect of distance class using micro-learning contents on learning outcomes and self-efficacy in the clinical education of nursing students in 2021. Methods This research is a quasi-experimental pre-test-post-test study conducted at Shiraz University of Medical Sciences. The study population consisted of 46 nursing students who were recruited by the full census method. Students were randomly divided into two groups of intervention and control. Before and after educational interventions in both groups, students' learning and self-efficacy were evaluated using a questionnaire. Data Analysis was done using descriptive and analytical statistical methods and with SPSS software version 23. Results The results revealed a statistically significant difference in the mean score of clinical learning level of nursing students between the control and experimental groups after the intervention (p = 0.041). Also, the difference between the mean score of self-efficacy in the intervention group before and after the training was statistically significant (p = 0.001). Conclusion Micro-learning is an effective training method for raising learning outcomes and self-efficacy among nursing students, especially in internship units. This method is recommended since multimedia pays attention to all learning styles of learners and affects the learning outcomes and self-efficacy of learners.

In diesem Beitrag wird an einem Fallbeispiel aus der Logistikbranche der Frage nachgegangen, welche Gestaltungsmerkmale einer virtuellen 360°-Lernumgebung, verstanden als Bildungsangebot, den Lernerfolg von Teilnehmenden positiv beeinflussen. Die Gestaltungs- und Entwicklungsarbeit der Lernumgebung, die Erprobung des Lernsettings und die Erfassung des Lernerfolgs erfolgte im Rahmen des vom Bundesministerium für Bildung und Forschung geförderten Projekts «Mensch und Logistik in der Digitalisierung» (MeLoDi) und basiert auf elf Gestaltungsmerkmalen (z. B. Praxisnähe). In einem ersten Schritt wird die Korrelation zwischen den elf Gestaltungsmerkmalen und dem «subjektiven Lernerfolg» als Kriterium analysiert. Um Aussagen über den «subjektiven Lernerfolg» der Stichprobe (N = 86) treffen zu können, wird mittels einer multiplen linearen Regressionsanalyse in einem zweiten Schritt untersucht, bei welchen im Modell aufgenommenen Gestaltungsmerkmalen ein signifikant positiver Zusammenhang zum «subjektiven Lernerfolg» nachweisbar ist. Die Ergebnisse zeigen, dass die Gestaltungsmerkmale «Praxisnähe, nützliche Hilfeanzeigen, die selbstständige Auswahl der Lerninhalte und Videos zum besseren Verständnis» signifikante Prädiktoren sind, während für andere Gestaltungsmerkmale (z. B. Lernpausen) kein Effekt auf den «subjektiven Lernerfolg» nachweisbar ist. Auch wenn nicht alle elf Gestaltungsmerkmale einen positiven Effekt aufzeigen, deuten die Ergebnisse darauf hin, dass der didaktische Mehrwert der virtuellen 360°-Lernumgebung im Bereich der Selbststeuerung und des arbeitsplatzbezogenen Lernens liegt. Zudem gibt es Anhaltspunkte, dass sich eine Unterstützung im Lernprozess beim Einsatz virtueller 360°-Lernumgebungen als relevant erweist und digitalgestützte, lernbegleitende Massnahmen (z. B. Erklärvideos) auch beim selbstgesteuerten Lernen berücksichtigt werden sollten.

Soft skills are very important in the modern world, both for communications and planning daily life and, as both employers and students claim, for career and professional activities. The development of soft skills can occur independently, but there are opportunities to teach them, including at university. Different formats can be used for this, and one of them is microlearning, using a cell phone and the student’s interaction with the teacher and the group on social networks and educational platforms. This format has been applied to two courses at ITMO University: study skills and emotional intelligence. An experiment was conducted, which showed that students who took the course in the microlearning format received the same amount of information and were able to apply it just as well as students who took the course in the classical learning format. Based on the successful use of such a format as microlearning and all its advantages described in the article, in the future it is proposed to form other courses using this learning format.

Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today’s students’ approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand for small chunks of information, and time constraints. Hence, it has been selected for creating reading mobile applications provided to the nature of its learning approach. In order to describe the multiple iterations of design, development, and evaluation of this general framework, a methodology named Design-Based Research (DBR) is implemented. First, the article presents the abstract framework components and a cloud-based software architecture that allows a modular approach to creating such applications. The pathway developed through adapting the iPAC framework, which involves personalization, authenticity, and collaboration, is part of the methodology used to design the app under pedagogical and technological considerations. The process demanded the following phases: analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction, and final critical reflections. Four applied instruments also validate the framework implementation: The iPAC Rubric, an aphorisms checklist, a pre and post-test, a focus group, and a usability test taken by 28 students in a private university in Colombia. Findings indicated that Design-Based Research (DBR) methodology emerged as an appropriate tool to encounter the needs behind reading applications design due to its sequence of operations yields results successively closer to adequate usability standards and smooth implementation. They also reveal the positive impact of new types of texts on students’ motivation and awareness toward other reading strategies and micro-learning. This impact indeed proved the proposed framework’s effectiveness for designing micro-learning applications.

Using "yesterday's" methods to train today's learners in a period of rapid learning no longer works. The pandemic has brought a paradigm shift in approach, but it is not enough. In this article, I will describe newer content formats and training delivery strategies that can be successfully adapted to the modern learner. Thus, by offering the modern learner small pieces of content for quick learning, with easy access from mobile devices and additional content to complete formal learning, it seems the recipe for success introduced everywhere in large companies.

Today’s educational systems deal with several elements of complexity resulting from the rapid transformations of contemporary society. Employability and professional skills have evolved considerably since the beginning of the 21st century, with an emphasis on creativity, design, and engineering processes. Teachers are therefore required to redesign teaching and learning pathways, emphasizing flexible and microlearning-oriented design and competence-based didactics that effectively integrates technology. This paper aims to reflect on the contribution of Maker Education within the emerging complexity, analyzing an experience conducted in light of three fundamental principles of Berthoz’s theory of semplexity: modularity, redundancy, and deviation. The experience provided teachers with the opportunity to revise their own practices and posture towards new technologies. At the same time, the experience allowed us to impact on the students’ life skills by soliciting the three competence areas outlined in the 2020 LifeComp Framework. Maker Education e semplessità. Ripensare l’educazione per affrontare la complessità emergente. I sistemi educativi si trovano oggi a dialogare con numerosi elementi di complessità derivanti dalle rapide trasformazioni della società. L’occupabilità e le competenze professionali sono notevolmente evolute dall’inizio del XXI secolo, con un’enfasi sulla creatività, il design e i processi ingegneristici. Ai docenti si richiede, dunque, di ripensare i percorsi di insegnamento e apprendimento, privilegiando sia una progettazione flessibile e orientata al microlearning sia una didattica per competenze che integri efficacemente le tecnologie. L’articolo vuole riflettere sul contributo della Maker Education alla complessità emergente, rileggendo un’esperienza condotta alla luce di tre fondamentali principi della teoria della semplessità di Berthoz: modularità, ridondanza e deviazione. L’esperienza ha fornito al docente l’opportunità di mettere in discussione le proprie pratiche e la propria postura nei confronti delle nuove tecnologie e ha consentito di impattare sulle life skills degli studenti, sollecitando le tre aree di competenza delineate nel LifeComp del 2020.

With the rise of the COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels of the education system. Given the transformative power of Artificial Intelligence (AI) and machine learning algorithms, there have been determined attempts through the design and application of intelligent tools to overcome existing challenges in online learning platforms. Accordingly, educational providers and researchers are investigating and developing intelligent online learning environments which share greater commonalities with real-world classroom conditions in order to better meet learners' needs. However, short attention spans and the widespread use of smart devices and social media bring about new e-learning systems known as microlearning (ML). While there has been ample research investigating ML and developing micro-content, pedagogical challenges and a general lack of alternative frameworks, theories and practices still exist. The present models have little to say about the connections between social interaction, including learner–content, learner–instructor and learner–learner communication. This has prompted us to investigate the complementary aspects of Computer-supported Collaborative Learning (CSCL) as an interactive learning model, along with an embedded ML module in the design and development of a comprehensive learning platform. The purpose of this study is to explore the pedagogical frameworks and challenges with reference to interaction and retention in online learning environments, as well as the theoretical and pedagogical foundations of ML and its applications. In addition, we delve into the theories and principles behind CSCL, the main elements in CSCL, identifying the issues and challenges to be faced in improving the efficacy of collaboration processes and outcomes. In short, we aim to synthesize how microlearning and CSCL can be applied as effective modules within a comprehensive online learning platform, thereby offering STEM educators a relevant roadmap towards progress that has yet to be offered in previous studies.

Abstrak: Pemanfaatan teknologi yang semakin masif ditambah dengan keberadaan pandemi COVID-19 salah satunya mempengaruhi pelaksanaan pembelajaran daring. Penelitian ini bertujuan untuk mengkaji format media microlearning yang digunakan di perguruan tinggi. Metode yang digunakan yaitu observasi dan studi pustaka. Hasil kajian ini menunjukkan bahwa perguruan tinggi memiliki potensi untuk mengembangkan bahan ajar microlearning dengan berbagai format seperti (1) podcast, (2) slide PowerPoint, (3) infografis, (4) motion graphics, (5) video explainer, serta (6) video conference interaktif dan gamifikasi, sebagai bentuk inovasi dalam proses pembelajaran. Upaya tersebut dilakukan untuk mengatasi kejenuhan belajar yang terjadi akibat pandemi dengan memanfaatkan teknologi informasi dan komunikasi yang semakin berkembang. Abstract: The increasingly massive use of technology coupled with the presence of the COVID-19 pandemic has influenced the implementation of online learning. This study aims to examine the format of microlearning media used in universities. The method used is observation and literature study. The results of this study indicate that universities have the potential to develop microlearning teaching materials in various formats such as (1) podcasts, (2) PowerPoint slides, (3) infographics, (4) motion graphics, (5) explainer videos, and (6) interactive video conferencing and gamification, as a form of innovation in the learning process. These efforts were made to overcome the boredom of learning that occurred due to the pandemic by utilizing increasingly developing information and communication technology.

The assessment and feedback area of the European Framework for the Digital Competence of Educators (DigCompEdu) establishes a specific competence related to the ability to use digital technologies to provide feedback and make decisions for learning. According to the literature, this particular competence is one of the least developed in the teaching profession. As there are few specialised training strategies in the field of information and communication technology (ICT)-mediated feedback, this study aims to validate a microlearning proposal for university teachers, organised in levels of progression following the DigCompEdu guidelines. To validate the proposal, a literature analysis was carried out and a training proposal was developed and submitted to a peer review process to assess its relevance. This study identifies the elements that should be included in a training strategy in the area of feedback and decision making for university contexts. Finally, it is concluded that this type of training requires a combination of agile and self-managed strategies (characteristics of microlearning), which can be complemented by the presentation of evidence and collaborative work with colleagues.

The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to either a thirty-minute traditional learning experience or a fifteen-minute microlearning experience; participants then crossed over to the other intervention for comparison. Primary outcomes were satisfaction, changes in knowledge, self-efficacy, and perception of behavior, confidence scale, and self-reported frequency of behavior, respectively. One-way repeated measures ANOVA and Wilcoxon paired t-tests were used to analyze knowledge and self-efficacy, and Wilcoxon paired t-tests were utilized to assess satisfaction and perception of behavior. Most participants preferred microlearning over the traditional method (72% vs. 20%, p = 0.007). Free text satisfaction responses were analyzed using inductive coding and thematic analysis. Participants reported that microlearning was more engaging and efficient. There were no significant differences in knowledge, self-efficacy, or perception of behavior between microlearning and the traditional method. Knowledge and self-efficacy scores for each modality increased compared to the baseline. Microlearning shows promise for educating pharmacy preceptors. Further study is needed to confirm the findings and determine optimal delivery approaches.

The purpose of this study is to analyze the results of the professional development program “Digital Pedagogy of the Modern University” held at the Philosophy Department of Moscow State University. In today’s increasingly mediated everyday life by digital technologies, the Internet, and virtual communicative environments, traditional education is getting a new lease of life. While digital devices have long been an integral part of modern life, social, cultural and educational institutions are struggling to keep up with the rapid pace of change. As the coronavirus spread across the world, universities moved classes online to prevent coronavirus spread. The program “Digital Pedagogy of the Modern University” was aimed not at the permanent movement from face-to-face to online education but the desire to implement an interim solution for emergency remote teaching and discuss the challenges. During the program, the organizers considered both methodological issues of creating courses and current trends in educational development, psychological aspects of network communications in a distance learning, and much more. The emphasis was made on the reflection of moving to online teaching. The survey on the results of the program showed that the impact of the experience of distance learning was a complex phenomenon. This study may serve as a basis for further discussion.

Purpose – Microlearning has been considered as a promising topic in work-based learning. This paper aims to review the trends of microlearning in terms of related publications and Internet searches. Hopefully, the findings can serve as a reference for the education sector, government, business and academia to promote, design and use microlearning. Design/methodology/approach – In this study, two sets of analysis were conducted. Firstly, the authors analysed the publication trend of microlearning. Second, the authors analysed the trend of Internet searches related to microlearning. More specifically, the authors analysed real-world data of 14 years obtained from Scopus and Google Trends for the purpose. These data include the first relevant publication found in the database. Findings – In total, 476 relevant publications have been identified during 2006–2019. According to the findings from the analysis of the identified publications, microlearning is a relevantly new and emerging global topic involving authors, affiliations and funding sponsors from different countries. Moreover, many microlearning-related publications were conducted from perspectives of e-learning or mobile learning. Furthermore, the authors notice higher education was the most frequently mentioned education level in the identified publications. On the other hand, language learning (i.e. second language, vocabulary learning, etc.) had been mentioned more times in the titles and abstracts than other subject areas. Overall, the increasing trend of publications on “microlearning” (as a knowledge supply) is in line with the established increasing Internet searches of “microlearning” (as a practical demand) in recent years. Practical implications – From the work-based learning perspective, microlearning has been considered as one of the key topics in talent development topics. Policymakers, educators, researchers and participators have the responsibility to explore how to promote, design and use microlearning to help people to learn in the right direction through valid knowledge with ethical consideration. Originality/value – Although many works had been done on microlearning, there is a lack of comprehensive studies reviewing the trends of microlearning in terms of related publications and Internet searches. This study aims to fill this gap by analysing real-world data obtained from Scopus and Google Trends – these data include the first relevant publication found in the database. The authors believe this is the first time that a study has been conducted to comprehensively review the development trends of microlearning. Hopefully, this study can shed some light on related research.

Kebutuhan karakteristik generasi zaman now terhadap pembelajaran daring menghadirkan style baru penyajian konten perkuliahan dengan microlearning. Implementasi microlearning membutuhkan model pembelajaran yang tepat berorientasi self-directed learning case study. Untuk menjawab tantangan tersebut maka dibutuhkan implementasi best practice dan pengaruhnya (efektivitas) dalam perkuliahan. Desain penelitian ini adalah Pre-Experimental Design dengan One Group Pretest-Posttest. Subjek penelitian ini adalah 25 mahasiswa mata kuliah metodologi Penelitian Pendidikan yang terdaftar pada Prodi Pendidikan Kimia Tahun Ajaran 2021-2022. Teknik pengumpulan data berupa tes dan non tes, serta dokumentasi. Data dianalisis dan diolah menjadi data interval menggunakan skala Likert. Untuk teknik analisis data yaitu menggunakan uji normalitas, homogenitas, serta T-Test. Tahapan pada penelitian ini meliputi pra eksperimen, eksperimen, dan pasca eksperimen. Hasil penelitian ini menunjukkan bahwa pada tahap pra eksperimen, peneliti mempersiapkan set perangkat perkuliahan dengan style microlearning berbasis case study. Hasil eksperimen diketahui best practice penerapan microlearning berbasis case study dengan alur: 1) introduction microlearning, concepts, tools, and student’s group; 2) teaching by traditional learning; 3) teaching by microlearning; 4) students evaluations, examination, and feedback; dan 5) comparison between traditional learning and microlearning. Pasca eksperimen dilakukan evaluasi capaian(efektivitas) implementasi micro learning berbasis case study, dengan perolehan hasil uji t sebesar 7,769 membuktikan bahwa terdapat pengaruh implementasi microlearning berbasis case study terhadap hasil belajar mahasiswa. Adapun implementasi microlearning berbasis case study dapat dilaksanakan secara blended learning untuk meminimalisir hambatan yang dihadapi mahasiswa.

The current study set out to understand the factors that explain working adults' microlearning usage intentions using the Decomposed Theory of Planned Behaviour (DTPB). Specifically, the authors were interested in differences, if any, in the factors that explained microlearning acceptance across gender, age and proficiency in technology. 628 working adults gave their responses to a 46-item, self-rated, 5-point Likert scale developed to measure 12 constructs of the DTPB model. Results of this study revealed that a 12-factor model was valid in explaining microlearning usage intentions of all working adults, regardless of demographic differences. Tests for measurement invariance showed support for invariance in model structure (configural invariance), factor loadings (metric invariance), item intercepts (scalar invariance), and item residuals (strict invariance) between males and females, between working adults below 40 years and above 40 years, and between working adults with lower technology proficiency and higher technology proficiency levels. While measurement invariance existed in the data, structural invariance was only found across gender, not age and technology proficiency. We then assessed latent mean differences and structural path differences across groups. Our findings suggest that a tailored approach to encourage the use of microlearning is needed to suit different demographics of working adults. The current study discusses the implications of the findings on the use and adoption of microlearning and proposes future research possibilities.

Introduction Faculty development (FD) is an element critical to the professional growth of medical educators and a necessary component in developing effective educators. FD offerings are prevalent across academic institutions; however, faculty report they are unable to participate in these initiatives due to time limitations and competing priorities. The snippet FD approach can address these concerns but requires training for FD providers to be effectively used. Methods This snippet train-the-trainer workshop was presented to approximately 310 physician and nonphysician medical educators at a national medical education conference. The session incorporated multiple teaching modalities (e.g., lecture, demonstrations, structured small-group snippet development groups, and large-group debriefs). A 14-item Likert-scale survey was used to obtain participant evaluations. Narrative feedback was collected using constructed response items. Results Ninety-five percent of respondents (125 of 132) planned to use snippets as an FD strategy at least once per year, with 38% (50 of 132) noting they planned to use snippets at least four times per year. Respondents indicated that FD snippets could positively impact educational practices (94%) and that the session was a valuable use of their time (94%), as well as expressing interest in a snippet repository (90%). Discussion A brief FD train-the-trainer workshop for snippets can successfully prepare FD providers to create and use this approach.

Information technologies determine changes in learning processes and have a significant impact on the revision of self-education methods. The evolution of this form of learning requires reflection and research. The article addresses three issues that are important in this context: an attempt to organise the phenomenon in its new version; location of the newly defined form of incidental e-learning as a self-learning process in the context of heutagogy and microlearning, and finally, some answers to doubts concerning the role of social media in formal learning. The first two issues are based on the results of previous research and literature studies, as well as author's personal observations. To explain the last issue, author presents the results of his research in the extent and nature of the use of social media as a tool to support teaching and learning process at primary, junior high/high school and higher education level. The main research problem undertaken by the author is the attempt to answer the question whether new media are properly used as means of self-education supporting general development of a student.

Objective: In the course of the COVID-19 crisis it became necessary to convert the majority of classroom teaching to e-learning. This should be done in a uniform and transparent way for the study programs of the Medical University of Graz. Methodology: We built on the Virtual Medical Campus, which has existed since 2003. For the summer semester 2020, we focused on an expansion of the automatic lecture recording system, microlearning and the implementation of video conferences as well as the learning platform LT. Results: The number of lecture recordings increased from 170 to more than 700, weekly accesses reached more than 80,000, with nearly 4,200 students. In the Microlearning system, an average of 82,516+-12,071 SEM learning steps per week were completed, which represented a highly significant increase compared to the same period of the previous year (15,101+-4,278 SEM; t-test: t=5,2638, p

Aim. To discuss the problem of microlearning as the most modern and relevant format for the implementation of educational programs in the system of lifelong education in the context of the VUCA world.Methodology. The main research method is a theoretical analysis of modern domestic and foreign research on the problem of microlearning, its structural components, possible options for practical application, efficiency in terms of obtaining the required educational result.Results. Various approaches to the concept, structure of microlearning and options for its practical application are combined in understanding of microlearning as a format aimed at solving a specific didactic problem by small parts within a short time. In the world of VUCA, this is becoming one of the most important conditions that ensure the renewal of educational programs of the lifelong education system in accordance with the new demands of practice, as well as the formation of flexible educational trajectories.Research implications. The data obtained contribute to the methodological support of continuing education programs for teachers, programs implemented using e-learning and distance learning technologies.

The quality of continuing medical education (CME) is frequently measured using the Moore’s Level of Outcome framework, with higher-level outcomes (5 and above) perceived as more valuable than lower-level outcomes (such as Level 3 – knowledge). Higher-level outcomes require more rigorous evaluation, increasing the time requirements of an interaction; however, there is a trend among adult learners towards a preference for shorter, more informal education such as microlearning. This allows for greater reach but prevents outcome evaluation to higher levels. We explored the utility of combining microlearning with more traditional eLearning formats (“microlearning programme”) to increase participation while retaining the ability to measure knowledge- and competence-level outcomes. Comparing two recent programmes with similar content run previously (“comparator programmes”), we identified a slight improvement in completion of evaluation activities associated with the microlearning programme. However, the significant reach microlearning affords presents a clear need to bridge the gap between participation and evaluation. Considering these two cases, we concluded that future microlearning initiatives should incorporate evaluation at the point of education, providing a combination of microlearning and microevaluation to drive knowledge gain in a form that is measurable in terms of educational outcomes.

While microcredentials and open digital badges have become increasingly popular in education, more research is needed to better understand their implementation and benefits to both issuers and users. In this paper, we use a case study approach to report and discuss the outcomes from the implementation of an open badges program at National Instruments, highlighting the effects this program has had on both National Instruments and its users. As the program evolves to better meet the needs of its stakeholders, we find that both participants (badge earners) and the issuer (National Instruments) see potential value in the National Instruments Badging Program. The value for both seems to stem from the way in which the program enables the sharing of badges, which helps the earner establish their skills/reputation while also increasing awareness of the program for National Instruments. This study adds to our understanding of why an organization may find value in offering open microcredentials as an alternative to traditional professional development and certificates for their customers and employees.

The number of students who decided to study information technology related study programs is continually increasing. Introductory programming courses represent the most crucial milestone in information technology education and often reflect students’ ability to think abstractly and systematically, solve problems, and design their solutions. Even though many students who attend universities have already completed some introductory courses of programming, there is still a large group of students with limited programming skills. This drawback often increases during the first term, and it is often the main reason why students leave study too early. There is a myriad of technologies and tools which can be involved in the programming course to increase students’ chances of mastering programming. The introductory programming courses used in this study has been gradually extended over the four academic years with the automated source code assessment of students’ programming assignments followed by the implementation of a set of suitably designed microlearning units. The final four datasets were analysed to confirm the suitability of automated assessment and microlearning units as predictors of at-risk students and students’ outcomes in the introductory programming courses. The research results proved the significant contribution of automated code assessment in students’ learning outcomes in the elementary topics of learning programming. Simultaneously, it proved a moderate to strong dependence between the students’ activity and achievement in the activities and final students’ outcomes.