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Due to ever-changing student engagement and shifting industry demands the classroom environment is being impacted. Though quality has always been at the heart of the university’s education mission,...

A lo largo de estos últimos años se ha observado el aumento progresivo de matrícula de alumnado que compagina estudios y trabajo por el contexto socioeconómico en el que se encuentra el centro escolar. Este hecho, sumado al desinterés o desconocimiento de muchos estudiantes en la materia de Física y Química y la poca autonomía entre el alumnado para estudiar provoca, como consecuencia, un bajo rendimiento, desmotivación e incluso, en casos extremos, el abandono de los estudios. Buscando contribuir a la solución de los problemas mencionados anteriormente, se ha propuesto la implantación en el centro escolar de nuevas modalidades de enseñanza - aprendizaje mixto que fomenten el uso de las Tecnologías de Información y Comunicación (TICs), la participación colaborativa y el autoaprendizaje. En concreto se ha optado por implementar el modelo b-learning con apoyo de los medios sociales (microlearning). En este contexto, el presente trabajo busca recoger información suficiente que corrobore la hipótesis de trabajo planteada en la justificación, es decir, corroborar que la implementación de una modalidad b-learning mejorará la motivación y el rendimiento del alumnado que compagina estudios y trabajo y reducirá el abandono escolar en este perfil de estudios artísticos superiores. In recent years, we have observed a progressive increase in the enrollment of students who combine studies and work due to the socioeconomic context in which the school is located. This fact, added to the lack of interest or ignorance of many students in the subject of Physics and Chemistry and the lack of autonomy among students to study causes, as a consequence, a low performance, lack of motivation and even, in extreme cases, the abandonment of studies. In order to contribute to the solution of the problems mentioned above, we have proposed the implementation in the school of new mixed teaching-learning modalities that promote the use of Information and Communication Technologies (ICTs), collaborative participation and self-learning. Specifically, we have chosen to implement the b-learning model with the support of social media (microlearning). In this context, the present work seeks to collect sufficient information to corroborate the working hypothesis put forward in the justification, i.e., to corroborate that the implementation of a b-learning modality will improve the motivation and performance of students who combine studies and work and reduce school dropout in this profile of higher artistic studies. Al llarg d'aquests últims anys s'ha observat l'augment progressiu de matrícula d'alumnat que compagina estudis i treball pel context socioeconòmic en el qual es troba el centre escolar. Aquest fet, sumat al desinterès o desconeixement de molts estudiants en la matèria de Física i Química i la poca autonomia entre l'alumnat per a estudiar provoca, com a conseqüència, un baix rendiment, desmotivació i fins i tot, en casos extrems, l'abandó dels estudis. Buscant contribuir a la solució dels problemes esmentats anteriorment, s'ha proposat la implantació en el centre escolar de noves modalitats d'ensenyament - aprenentatge mixt que fomentin l'ús de les Tecnologies d'Informació i Comunicació (Tics), la participació col·laborativa i l'autoaprenentatge. En concret s'ha optat per implementar el model b-learning amb suport dels mitjans socials (microlearning). En aquest context, el present treball busca recollir informació suficient que corrobori la hipòtesi de treball plantejada en la justificació, és a dir, corroborar que la implementació d'una modalitat b-learning millorarà la motivació i el rendiment de l'alumnat que compagina estudis i treball i reduirà l'abandó escolar en aquest perfil d'estudis artístics superiors.

PurposeMicrolearning 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/approachIn 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.FindingsIn 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 implicationsFrom 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/valueAlthough 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.

Current changes in society and the education system, cumulated with the accelerated development of new technologies, entail inherent changes in the educational process. Numerous studies have shown that the pandemic has forced a rapid transformation of higher education. Thus, if before the pandemic digital technologies were used to supplement the learning process, now they are the main means of learning delivery. In addition, as previous research has shown, new pedagogical strategies and new ways of teaching and learning are needed for the current generation of students, the so-called Generation Z, to acquire new knowledge and develop new skills. In this necessary evolution of the educational process, a possible solution to increase the effectiveness of the learning process for the Generation Z students is to use microlearning to extend the traditional ways of learning. Many studies have shown that microlearning, based on how today's students learn and memorize, facilitates learning. In recent years there has been a growing trend in their use of microlearning in the educational process. But, in order to be effective, this approach must allow the individual knowledge building, by indicating a guiding direction of the optimal path to achieve the proposed objectives. We propose a system for personalized learning using microlearning, which provides support and guidance to students based on their individual needs, in order to increase their interest in learning, but also to compensate for various deficiencies in their educational background. We also present a case study from the higher education sector. Feedback from students and data collected during the semester as a result of the students' behavioural analysis and their real learning motivations will be used to improve the proposed system., Comment: 15th International Technology, Education and Development Conference Online Conference. 8-9 March, 2021, INTED2021 Proceedings, ISBN: 978-84-09-27666-0/ ISSN: 2340-1079

Statement of the problem. Over the past decade, there has been a decrease in the level of mathematics skills of secondary school students all over the world, resulting in the disruption of the continuity of mathematical education in the transition from secondary school to university. The purpose of the study is to analyse the mathematics placement test results of first-year students of the Siberian Federal University for the period from 2015 to 2018, as well as to assess the effectiveness of using an adaptive electronic learning resource (AELR) in the process of mastering the module of a mathematical discipline by students with different level of secondary school training. Methodology. The analysis of the placement test results and the learning outcomes of the students are carried out using correlation analysis. When developing the AELR, technologies of adaptive learning and microlearning are used. We also follow the didactic principles of modern higher education. Results and conclusions. The data analysis has revealed a number of topics of a secondary school mathematics course, the level of retained knowledge of which is below average from year to year. However, there is no significant correlation between the level of school mathematics skills of first-year students and their results of mastering the module of a mathematical discipline. It has been shown that the use of the AELR in the learning process allows all the students to achieve positive outcomes regardless of their level of school training in mathematics.

One of the modern trends in both formal and corporate education is microlearning which involves using short videos in educational process. Microlearning has a variety of advantages including that this approach is more student-oriented, aimed at increasing the level of mastering knowledge, requires less time spent by students for learning, gives a possibility to study at any time and anywhere using own devices, increases motivation etc. The article deals with methodological aspects of creating educational video materials taking into account psychological peculiarities and learning habits of modern students. Video materials belong to the most powerful tools in educational process as they provide students with the possibility of simultaneous perception of auditory and visual information. Video materials must be strictly structured and involve students into learning process, in particular they could be included into different sources of electronic learning courses (ELC). There are different types of videos that are used in ELC such as introductory video, video lectures, video tutorials, additional video materials, interactive video. In spite of content variety all video materials undergo the same procedure of creation including dividing material into logically finished parts, notions definition, writing content questions, components structuring etc. Recording of a video must be a thoroughly planned process to ensure high quality of outcoming product. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. A comparative analysis of different webinar-oriented platforms has also been made. DOI: https://doi.org/10.28925/2414-0325.2019.7.12, Одним з сучасних трендів як в освіті, так і для організацій, є мікронавчання, що передбачає використання коротких відео в освітньому процесі. Мікронавчання має ряд переваг, зокрема це підхід, більше орієнтований на студентів, спрямований на підвищення рівня засвоєння знань, вимагає менше часу на навчання у студентів, надає можливість навчатися будь-коли та будь-де з використанням власних пристроїв, покращує мотивацію тощо. У статті розглянуто методичні аспекти створення навчальних відеоматеріалів, враховуючи психологічні особливості та навчальні звички сучасних студентів. Відеоматеріали належать до найпотужніших інструментів в освітньому процесі, оскільки вони забезпечують одночасне сприйняття учасниками навчання аудіальної та візуальної інформації. Відеоматеріали для мікронавчання мають бути чітко структурованими та залучати студентів до освітнього процесу, зокрема вони можуть бути включені до різних ресурсів електронних навчальних курсів (ЕНК). Існують різні типи відео, що використовуються в ЕНК, такі як вступне відео, відео-лекції, відео-інструкції, додаткові матеріали, інтерактивні відео. Не зважаючи на різноманітність контенту, всі відеоматеріали проходять однакову процедуру створення, що включає: поділ матеріалу на завершені частини, визначення понять, написання змістових питань, структуризація компонентів тощо. Створення відео для електронного навчального курсу має бути чітко спланованим процесом, щоб забезпечити високу якість вихідного продукту. В статті також розглядаються особливості вебінарів як можливості використання відеоматеріалів в освітньому процесі закладів вищої освіти. Проаналізовано різні типи вебінарів, зокрема вебінар-консультація, теоретичний вебінар, практичний вебінар. DOI: https://doi.org/10.28925/2414-0325.2019.7.12

According to a recent report by the Association for Talent Development, “microlearning is one of the most widely discussed and debated trends in the learning industry”. Microlearning is also starting to take its place in K-12 and higher education. In educational contexts, microlearning strategies can assist in delivering just-in-time informational and instructional content in short, manageable bursts, matching the way learners of all ages are accessing information that interests them in and outside of class. The benefits of microlearning can be harnessed to increase the transfer from short-term to long-term memory by helping to reduce cognitive load. Before a new microlearning initiative is implemented, each of the aforementioned dimensions should be analyzed to ensure a smooth implementation. When evaluating potential issues, Khan recommends presenting them in the form of questions to help stakeholders think through new and existing initiatives thoroughly. This chapter presents potential questions associated with the adoption of microlearning for educational and professional development initiatives.

This chapter provides an overview of the present state of microlearning in higher education. It discusses the contexts in which microlearning offers potential solutions to qualifying student learning in academic settings. The chapter identifies limitations of present implementations and how they fall short of providing students with a framework that effectively communicates the value of a degree. While credit courses and traditional measures of learning are not going anywhere for the time being, microlearning has emerged as a logical addition to the learning ecosystem. Historically, students have received transcripts upon graduation from an institution. The transcripts typically consisted of abbreviated course titles and codes followed by a series of letters or numbers to denote one’s level of mastery with the subject matter they were evaluated on. Microlearning has the potential to enable students to see direct connections between the skills and knowledge that comprise a degree and their employability in the professional field.

The recent COVID-19 pandemic has placed a huge strain on higher education institutions and educators around the world, which has included the closure of campuses, removal of face-to-face instruction and a shift to remote teaching and learning. However, this situation has also created unique opportunities and conditions that can foster innovation in teaching and learning practices and content delivery. One such innovation gaining traction is Microlearning, which offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. This paper explores the potential of Microlearning within design education and how it can be implemented into the Product Design & Manufacture programme at University of Nottingham Ningbo China to support teaching instruction and enhance the student learning experience post-COVID-19.

Due to the COVID-19 pandemic, and pursuant to the governments' order of citizens remaining at home, several countries were required to transition from face-to-face instruction to an online model to provide higher education to their students. While factors affecting the use of online learning are diverse and have been studied by models of use and acceptance of technology, this cross-sectional study explores the factors unique to the current emergency situation that influence students' use and acceptance of emergency online learning. Moreover, it proposes a model to predict a student's cognitive engagement in Mexico, Peru, Turkey, and the USA. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. Data was collected from 1009 students from the four countries, who completed surveys anonymously. The factors analyzed were attitude, affect, and motivation, perceived behavioral control (ease of use, self-efficacy, and accessibility), and cognitive engagement. The data was analyzed using descriptive, correlation, and regression analysis. The predictive model shows that students' attitude toward online learning impacts their cognitive engagement in Mexico, Peru, and the USA. Furthermore, self-efficacy is a significant moderator for cognitive engagement in all four countries. The model also shows that each country has different determinants for cognitive engagement. Understanding the factors that affect the use of emergency online learning is essential for the success and/or achievement of its maximum benefits in situations like a global pandemic. Limitations of this study have been identified as use of convenience sampling, and an inability to explore factors related to instruction and system attributes. Professors who did not teach online learning lacked knowledge about online educational strategies and used the technological resources that were immediately available to them. Therefore, research that explores the use of instructional strategies and the use of technological systems during emergency online learning is necessary. This study includes suggestions to incorporate open educational resources that use microlearning and emphasizes the importance of student self-efficacy; because it was predictor of cognitive engagement in all four countries. Faculty and higher education institutions can and should develop strategies to increase students' sense of self-efficacy.

The development, introduction and evaluation of ICT based techniques have been at the forefront of educational reform of all levels for the last two decades. Microlearning, gamified learning are two novel ICT techniques most appropriate for e-learning material and programs which attracted renewed attention because of the CoVID-19 social distancing measures. Alongside those, the more established technique of practice-oriented learning is being revisited to adapt to the new challenges. This article presents the main results and conclusions of deliverable 3.1. of the ERASMUS+ Capacity Building for Higher Education project “Electrical Energy Markets and Engineering Education (ELEMEND)” which is devoted to training partner staff in micro learning, practice oriented teaching and gamified learning. After the goals of ELEMEND are presented in the light of modern engineering education, the concept of micro learning as a training paradigm is discussed. Next, gamification technology is described in view of its role in the educational process and specific implementation examples are given. Finally, the practice-oriented approach both in teaching and in learning with the methods used to carry on this approach is presented.

El ensayo se orienta al análisis del Micro-learning, una nueva forma de enseñanza-aprendizaje (E-A) en línea, que se origina a partir de cambios sociales, laborales, culturales, educativos y principalmente, de la constante innovación tecnológica que se manifiesta en los dispositivos portátiles existentes, el uso de medios y redes sociales y el acceso casi permanente de los usuarios a la web 2.0. L'assaig s'orienta a l'anàlisi del Micro-learning, una nova forma d'ensenyament-aprenentatge (E-A) en línia, que s'origina a partir de canvis socials, laborals, culturals, educatius i principalment, de la constant innovació tecnològica que es manifesta en els dispositius portàtils existents, l'ús de mitjans i xarxes socials i l'accés gairebé permanent dels usuaris a la web 2.0. The essay is oriented to the analysis of Micro-learning, a new form of online teaching-learning (E-A), which originates from social, labor, cultural, educational changes and mainly, from the constant technological innovation that manifests itself in the existing portable devices, the use of social media and networks and the almost permanent access of the users to the web 2.0.

This paper is a preliminary study of the state of the art on Recommender Systems (RS) in Higher Education. This work presents the initial phase towards the development of a prototype of RS of personalized learning path (PLP). The prototype can be seen as a choice for higher education professors' training in ICT, considering Mobile Learning and Microlearning as a working paradigm. The literature about RS focused on Technology Enhanced Learning (TEL) is varied and extensive. However, the presence of RS in the application of PLP is scarce. This review was conducted by exploring the core subject in specialized databases of education and computing. The revised corpus consisted of open access and high impact publications developed from 1990 to 2018 in the context of education. In the process of reviewing the literature, ten studies based on RS for TEL were identified, analyzed and compared. These studies reveal the possibility of applying various techniques and frequent tasks of RS in E-Commerce to the field of RS with educational purposes. It demonstrates that RS to access to Microlearning educational resources in mobile environments are limited, thus making this research appropriate and relevant.

This study seeks an answer to the question of whether MicroLearning (ML) as another possible developmental shift in e-Leaning is the right way to go, whether it is effective and how it is received by students. The study's authors seek an answer to these questions in this pilot research, which can be perceived as a springboard for further more detailed investigation and options for implementation within the education process. The study provides the results of the pilot ML course applied in the teaching of the subject Computer Architecture and Operating System Basics designed for students in their first year studying at the Department of Information and Communication Technologies at the University of Ostrava's Faculty of Education. This validated course syllabus is based on the original e-learning course, which was transformed into ML format. The described ML course was implemented over a period of one semester. The effectiveness of this course is calculated based on comparing an experimental and a control group of students who have traditional study materials in electronic form. In addition to the results of the research, the authors here give a brief description of the procedure for creating a course and the tools and environment used in creating the course. The study is a preliminary outcome of a two-year investigation looking at the application of ML within the higher education environment in technical and humanities subjects in distance learning and full-time studies.

Making universal access to education compatible with different paths of learning is one of the great challenges of the last century. Technology has provided solutions to access information, for communication and collaborative work. Blockchain emerges as a technology that can be useful for the development of an evaluation model of individualized learning itineraries in mass university subjects. In this line, the Edublocs project has been designed and executed, an initiative where these itineraries have been designed, incorporating elements of peer learning, team-teaching, PLEs, microlearning, technology-enhanced assessment... The objective of the Edublocs project is to design and implement a system of recording the results of activities through Blockchain that allow the student to follow a personal itinerary, and the teacher-tutor of the subject to carry out a formative evaluation and an accrediting appraisal of their work. The project is well underway in the evaluation of the implementation process. The experience with some elements of the design and the experimental execution in a formal university context during the present academic course, has allowed us to obtain important indications on the viability and relevance of the use of Blockchain in education. These, together with the explanation and justification of explaining the context of its applicability, will be laid out in the broad development of the article.

Application of microlearning-based training in higher education raises several new questions about the didactical design of learning activities, effective methodologies as well as technical implementation issues. The paper describes a framework of microlearning-based training mobile application for improving programming skills, which will integrate the advantages of the web-based learning environments and benefits of microlearning approach into the existing virtual learning environment infrastructure of the educational organization. The proposed mobile application framework implements innovative methods based on microlearning approach, learning anytime and anywhere requirements with immediate feedback, creating the learning community, and applying gamification features. These innovations are designed to address the interests, learning and communication habits of young people, with the goals to develop their internal motivation and sustain their interest in acquiring required programming skills.

In nowadays there are many kinds of problems in the system of higher education. One of them is: everyday students get very huge amount of information. All of them take very big amount of time for a student to understand lesson and it is very hard for him/her to do everything in time. This paper explains a study of work microlearning application for computer networks. It consists of general introduction and purpose.