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Background: The 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. Methods: E-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. Results: A 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. Conclusion: The E-PIMUC program provided effective, comprehensive, cuttingedge 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 selfperceived 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, patientcentered approach to the complexities of bladder cancer care. [ABSTRACT FROM AUTHOR]

Orthopedics and traumatology are clinical specialties that require continuous learning and skill enhancement. Traditional teaching methods may not always be sufficient to meet the needs of contemporary learners. This study aims to compare the effectiveness of microlearning as an additional tool in orthopedics and traumatology university courses alongside traditional teaching methods. The study concluded that microlearning significantly improved students' knowledge retention, practical skills, and overall performance compared to traditional teaching methods alone. The findings suggest that integrating microlearning into orthopedics and traumatology curricula can improve student learning outcomes and better prepare them for real-world practice. [ABSTRACT FROM AUTHOR]

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]

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]

Microlearning, as an informal learning approach, has gained increasing popularity in both the training industry and professional studies disciplines over the last several years. However, despite the rising interest in microlearning, how to design microlearning activities and what microcontent is reasonable for microlearning activities have rarely been addressed. In this study, we designed a 6-week micro-reading activity. During the process, 30 students majoring in Education Technology participated in the activity. They were randomly divided into an electronic book reading (e-reading) group and a paper book reading (p-reading) group, and were required to read the same book within 6 weeks. Formative and summative evaluations were performed to assess the effectiveness of the micro-reading activity. Descriptive statistics and bar and line chart were applied to reflect the results of formative evaluation; One-way ANOVA analysis was used to process the data of summative evaluations. Students' average reading time, reading pace, and weekly reading notes were recorded and analyzed as the formative evaluation. The results indicated that all students achieved the reading objective, and they kept relatively high engagement in the micro-reading activity. According to the results of the summative evaluation, both groups of students' average scores were relatively high. However, compared to the p-reading group, the average score of the e-reading group was higher, and some significant differences were also found in the average scores of the two groups. Therefore, the 6-week micro-reading activity was beneficial for students' reading effectiveness, and the e-reading type was more effective for promoting students' reading effectiveness. In the future, it would be worthwhile for designers to consider how to design the duration of activities in a reasonable way and to compare how new electronic reading platforms compare with traditional print sources. [ABSTRACT FROM AUTHOR]

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

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]

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 FROM AUTHOR]

In this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi‐experimental design, and pretest–posttest measurements without a control group. A one‐sample t‐test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t‐test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy. [ABSTRACT FROM AUTHOR]

Featured Application: The student performance data stored in the micro-learning platform Priscilla, specially developed to improve IT students' knowledge, is analyzed using learning analytics methods to identify meaningful groups of students with similar performances and uncover possible changes in the number of identified groups and their compositions in consecutive term periods and based on different types of activities. The identification of heterogeneous and homogeneous groups of students using clustering analysis in learning analytics is still rare. The paper describes a study in which the students' performance data stored in the micro-learning platform Priscilla are analyzed using learning analytics methods. This study aims to identify the groups of students with similar performances in micro-learning courses focused on learning programming and uncover possible changes in the number and composition of the identified groups of students. The CRISP-DM methodology was used to navigate through the complexity of the knowledge discovery process. Six different datasets representing different types of graded activities or term periods were prepared and analyzed for that purpose. The clustering analysis using the K-Means method found two clusters in all cases. Subsequently, performance metrics, the internal composition, and transfers of the students between clusters identified in different datasets were analyzed. As a result, this study confirms that analyzing student performance data from a micro-learning platform using learning analytics methods can reveal distinct groups of students with different academic performances, and these groups change over time. These findings align with teachers' assumptions that the micro-learning platform with automated evaluation of programming assignments highlights how the students perceive the role of learning tools during learning programming in different term periods. Simultaneously, this study acknowledges that clustering, as an exploratory method, provides a solid basis for further research and can identify distinct groups of students with similar characteristics. [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]

This study investigates the effectiveness of adopting the ADDIE model in teaching idioms by utilising idioms in songs through using a mobile microlearning strategy in the classroom. It is impossible to infer an idiomatic expression's meaning from the words themselves. Therefore, both understanding and using them pose difficulties for EFL students. But using them effectively in conversation is a good indicator of a high level of English proficiency. The sample consisted of 15 students in one of the Jordanian high schools. The researcher carefully selected these idioms in songs to ensure they did not already know them. Another crucial factor while choosing these songs was the ability to guess either the idioms' literal translation or the symbolic meaning. After the experiment, the researcher administered one post-test to measure how idioms in songs affect the retention rate of these idioms. The experiment results show that using idioms in songs through a mobile microlearning strategy had a better short- and long-term retention rate. Therefore, the results of this study indicate that using idioms in songs with a mobile microlearning strategy while teaching idioms should have much attention from teachers because idioms are potent tools to enhance students' retention of remembering and using these idioms. Also, teachers must give more opportunities for students to interact using these idiomatic expressions to improve their speaking skills. [ABSTRACT FROM AUTHOR]

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 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.

The current study uses the lens of Robert Gagne's nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module's effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields. [ABSTRACT FROM AUTHOR]

The present imperative for members of the tourism awareness group (Pokdarwis) in the tourist village is to acquire proficiency in Arabic communication skills. This study aims to provide instructional materials for teaching Arabic language skills to members of the tourism village Pokdarwis, with a specific focus on the field of tourism. To achieve this, a micro-learning technique was employed. The study primarily addressed the constraints of the problem, which pertained to the absence of tourist Arabic teaching materials specifically designed for members of the tourism village Pokdarwis. The study also aimed to explore the process of developing these materials. The research employed the methodology of development research, commonly referred to as R&D. The development paradigm employed in this study is Thiagarajan's 4D model, comprising four distinct stages: definition, design, development, and dissemination. The research methodology employed in this study encompassed the utilization of questionnaires and unstructured interviews as the primary instruments. The research was conducted on 30 individuals who were members of the tourism town of Pokdarwis. Based on the research results, it was evident that the individuals affiliated with the Pokdarwis tourist village required Arabic language competency to facilitate the growth and advancement of tourist villages. Hence, there is a necessity for the development of Arabic instructional resources tailored specifically for the aim of facilitating tourism in tourist villages, with an emphasis on the incorporation of micro-learning principles characterized by brevity and technology-driven approaches. The design of the teaching materials developed aligns with the learning style of prospective users, as indicated by the assessment results from learning design experts and learning media experts. Additionally, the design of the teaching materials adheres to the principles of micro-learning-based instructional materials. [ABSTRACT FROM AUTHOR]

• Health equity education can be widely disseminated via podcasts. • Podcasts can be used to create standardized microlearning education on health equity. • Pediatric nurse practitioners must be aware of their differences and implicit bias. Podcasts are effective tools for disseminating health education. This study aimed to disseminate a health equity curriculum on best practices. A cross-sectional descriptive study was conducted as part of the Health Equity in Pediatrics podcast series between May and June 2023. Listeners were surveyed following each episode, and both quantitative and qualitative responses of voluntary respondents were analyzed. Episodes were downloaded 4,095 times. Survey respondents (n = 66) reported increased knowledge and intended practice change inspired by the podcast. Qualitative responses included themes surrounding knowledge, appreciation, and practice change. Podcasts are easily disseminated to wide audiences and can improve health equity knowledge while inspiring practice change. This style can help listeners identify practices that suggest implicit bias and implement more equitable best practices. Future research should examine implicit bias training and standardization of health equity education using podcasts. [ABSTRACT FROM AUTHOR]

Ongoing nursing education is vital for keeping nurses' knowledge and skills current and promoting positive patient outcomes. Providing meaningful, quality nursing education in the perioperative setting requires the development and implementation of innovative and effective teaching strategies. Adult learning theory is complex, and it can be challenging to engage multigenerational perioperative staff members in education—often, a variety of creative teaching modalities are required to bridge the gaps among learning styles. This article reviews the use of experiential learning, various kinesthetic activities, advanced technology, microlearning, and other methods that may be helpful to overcome the challenges of providing education to adult learners in the perioperative setting. Educators should promote critical thinking and student engagement to encourage adult learners to be active participants in their continuing education. [ABSTRACT FROM AUTHOR]

While social media is evolving rapidly, understanding its underlying and persistent features with the potential to support high-quality learning would provide opportunities to enhance competence acquisition and collaborative work in higher education. Moreover, the adoption of tools that students already use in their everyday lives facilitates the integration of new forms of learning. In this context, we have developed an initiative to disseminate content through TikTok in three modules of the Bachelor's Degree in Nursing course, with the aim of promoting quality learning through these microlearning environments. To this end, we have implemented these learning environments and evaluated the users' perceptions, as well as their level of acceptance of the technology according to the Technology Acceptance Model. Overall, our results show high levels of satisfaction with regard to engagement and the content generated, as well as in terms of the acceptance of the technology. Our results do not show gender-specific variations, but we did detect slight variations depending on the subject in which the microlearning tool was deployed. Although for the most part these variations do not change the participants' assessment of their experience, it will be necessary in the future to determine the underlying reasons for these variations. In addition, our results suggest that it is possible to design a content creation system to promote quality learning through microlearning that can be transferred to other subjects, at least in the Bachelor's Degree in Nursing. [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]

This paper aims to investigate the impact of emerging technologies such as microlearning, Business Process Modelling (BPM) and Robotic Process Automation on business operations. In the first part, we did a literature review and defined the key concepts underlying these technologies. Microlearning caters to the modern learner by offering short, effective learning bursts that align well with the fast pace of today's work environments. BPM accelerates the process of delivering learning content specific to microlearning modules by optimizing specific workflow. RPA contributes by automating routine tasks using bots, improving the learning experience by providing instant materials, support and feedback. In the second part, we conducted a bibliometric research with the help of VOSViewer, focusing on an analysis of the co-occurrence of keywords specific to the 3 technologies, highlighting research trends and patterns, the impact of research in terms of citation analysis, but also research gaps on a topic. A future perspective was outlined for the implementation of these technologies in business environments, analyzing their impact and presented a section with case studies, highlighting common challenges and offering possible solutions. Summarizing all this, it can be said that the synergy between these 3 technologies has obvious advantages such as increasing productivity, optimizing administrative processes, reducing costs, and improving learning experiences, but it can also pose implementation problems specific to adopting new technologies in a constantly changing environment. [ABSTRACT FROM AUTHOR]

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.

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.

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 article focuses on the use of Microlearning as an educational response during the COVID-19 pandemic in Latin America and the Caribbean. It highlights how Microlearning, which consists of breaking down educational content into small, easy-to-understand units, has become an important trend. During the confinement, education systems adapted traditional methods to provide educational content in Microlearning format. Social networks played a crucial role in the delivery of microcontent and collaboration among students. Teachers' roles varied, but their ability to manage technology was essential. Digital infrastructure also influenced the success of Microlearning. The most relevant keywords are Microlearning, COVID-19, Distance education and social networks. [ABSTRACT FROM AUTHOR]

This research delves into microlearning, emphasizing its potential as a transformative tool in the digital age. It extends the theoretical foundations of microlearning, investigates evolving trends, provides practical examples, and discusses the implications associated with education. This is not only to contribute to the growing momentum of microlearning research but also to pave the way for future advancements. The study focuses on Scopus-indexed publications using a systematic review aligned with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and combined with bibliometric analysis. According to the analysis, there has been a noticeable increase in publications related to microlearning since 2015, highlighting a growing interest and contributions from scholars worldwide. The findings corroborate that microlearning is not just about providing learning material in small, easily digestible portions. Crucially, microlearning goes beyond the delivery of bite-sized content. Its flourishing research trajectory underscores its significance, especially for Generation Z and succeeding digitally native generations who are accustomed to smartphones, the Internet, and digital information. Hopefully, these findings offer valuable insights and serve as a reference for the education, government, business, and academic sectors to promote, design, and implement microlearning. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate which a priori factors documented in the literature and new factors that influence employees' self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations. Design/methodology/approach: The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants. Findings: The authors have identified eight factors that affect employees' self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content. Originality/value: The study conducted a unique investigation into the factors influencing employees' self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution. [ABSTRACT FROM AUTHOR]

Organisations are seeking to adopt training strategies that support quick, but effective, learning for Gen-Z and millennials. The recent pandemic triggered the need for a hybrid/remote workplace where employees' learning and development expectations are oriented more towards a need-based and short content-based learning. Though few organisations have initiated the process of micro-learning adoption as part of their learning and development practices, there are quite a number of roadblocks and challenges. In this perspective article, the authors have used their core experiences and learnings from the L&D units of multinational corporations to address key questions such as (1) How micro-learning can be adopted as a general practice in the corporate L&D settings? (2) What are the key success factors of such adoptions? (3) What is the future roadmap of micro content-based learning? The authors also suggested a few directions to pursue the goal of creating a microlearning environment in corporate settings. [ABSTRACT FROM AUTHOR]

Background: Virtual consultation is a synchronous mode of telemedicine provided remotely via information and communication technology. The projected growth of digitalization in healthcare delivery, however, necessitates medical student training in virtual consultation (VC) to ensure safe and effective patient care. This study describes the implementation and preliminary evaluation of a competency-based VC training module for undergraduate medical students. Methods: A newly developed six-week VC module was implemented online through asynchronous microlearning and synchronous simulation-based experiential learning modalities. Clinical students in years 4 and 5 and fresh graduates, who had not started pre-registration house officer or residency programmes, were invited to participate. Training outcomes using checklist-based video-recorded assessments of VC encounters between medical students and simulated patients were compared. Each video was independently assessed by two facilitators trained in VC teaching and assessment, using a direct observed virtual consultation skills checklist derived from established VC competencies. The participants completed course evaluations electronically as additional outcome measures. Results: Fifty-two clinical phase medical students and alumni completed both the instructional and practical phases of this module. Altogether, 45 (95.7%) students found the module beneficial, and 46 (95.9%) reported increased self-efficacy for conducting VC. In total, 46 (95.9%) students would recommend the course to others. Post-test results showed a significant increase in the students' abilities to conduct a VC (t-test = 16.33, p < 0.05). Conclusion: Microlearning and simulation-based sessions were effective instructional delivery modalities for undergraduate medical students in their attainment of VC competencies. [ABSTRACT FROM AUTHOR]