Search

Data set and R code script for the manuscript titled "Investigating working adults’ intentions to participate in microlearning using the decomposed theory of planned behaviour (DTPB)"

The research article explores the evolving trends in modern education, which are microlearning and microteaching. The authors analyze microlearning and microteaching as the most progressive and up-to-date approach. This article brings up the role of the globalization in the process of education encompassing crosscultural education. Although micro learning and teaching embrace many demands of modern learning and teaching, the approaches catering to the needs of students from different regions, have not been developed yet. Therefore, the main objective is to demonstrate the opportunities which microlearning offers within crosscultural education. The authors consider theoretical and empirical revie w of the literature and a conceptual framework to be the basic methods. The results obtained can be formulated as follows: a regional model of the micro-learning education (learning and teaching) with a set of specific character traits of students to facilitate the ideas of microeducation has been developed. This article is aimed to discuss the evolvement, current perceptions, basic principles and tools of microteaching and microlearning; to analyze their efficiency in the modern world and to suggest its further development through analysis of cross-culturalism in education using Hoffstede's dimensions including the model for regional program developing within crosscultural education.

The study aimed to conduct a systematic literature review to identify the trends, impacts, and challenges of mobile microlearning (MML) research. Using five academic databases from the fields of so...

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,...

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

Introduction: Ongoing professional education is an essential activity to ensure that hospital staff are using the best available evidence to deliver healthcare. Hospital staff from a range of professional groups cite increasing work volume and being too time poor to complete or attend education. To address this issue, a new 5-minute online education format (Take 5) was developed. Methods: A descriptive study using a short evaluation survey was undertaken at Royal Perth Hospital in Perth, Western Australia, to evaluate interprofessional healthcare staffs’ levels of engagement with the new education format. Results: The Take 5 education format facilitated the development of over 120 topics available via an intranet library page. During the study, it received 26,623 hits, averaging 19.3 visits per day. Topics were downloaded 45,611 times. Medication discrepancies (n = 1,326) and personal protective equipment (PPE) conservation (n = 1,115) were the most frequently downloaded. A total of 2,001 evaluation surveys were received, with nursing and medicine having the highest participation. The majority of staff (n = 1,895; 94.4%) rated the resource as having “good” to “high” quality content. Qualitative data showed that the topics were informative, easy to access and understand and perceived to help the participants change their clinical practice. Conclusion: The Take 5 uptake has been strong and sustained, as highlighted by the substantive utilisation and evaluation. The concept was not designed to replace formal education but to act as an adjunct, providing key education to meet staff demands. It provided immediacy of information and quality evidence-based content and directed the learner to more formal learning content and resources.

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

Objective To determine the effectiveness of microlearning in improving an individual's capability for self-care. Study design Systematic review of the literature. Background The routine adoption of health seeking self-care behaviours can prevent or delay the appearance of various lifestyle diseases including type 2 diabetes and cardiovascular disease. Microlearning delivers complex knowledge in fragments or bite-size ‘nuggets’ of information and has been applied as a novel intervention to improve individual's self-care capabilities. The aim of this research was to systematically review the literature to determine the effectiveness of microlearning in improving individual self-care capability. Methods A search was conducted on 15 July 2019 across five electronic bibliographic databases: EMBASE, MEDLINE, PsycINFO, CINAHL and Scopus. Randomised and non-randomised controlled trials, controlled before-after studies and interrupted time series studies, published between 1 January 1990 and 15 July 2019 and looking at individuals of all ages were included in the search. The search strategy included a keyword search and a string of “(modality) AND (learning) AND (micro)”, which broadly described microlearning to cover all available articles that have used microformat learning interventions. The search was combined with keywords and Medical Subject Headings (MeSH) terms for self-care to identify studies of interests. Studies were screened by two reviewers independently and reported using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart. Data from included articles were extracted using Cochran Data Collection Form. Risk of bias was assessed using Version 2 of the Cochrane Risk-of-bias or Risk Of Bias In Non-Randomised Studies of Interventions (ROBINS-I). Results 1310 articles were identified in the initial search. A total of 26 manuscripts were included in the narrative synthesis after title and abstract and full text screening was performed by two reviewers. Outcomes of studies were categorised. A total of 23 studies measured cognitive level self-care capabilities-related changes, and 91% showed statistically significant improvements. Only 11 studies measured actual self-care behaviour changes, from which only 36% showed statistically significant results. From the 26 manuscripts included, 25 articles were evaluated as having moderate-to-high risk of bias. Conclusion Under certain conditions, or when combined with monitoring such as tracking daily medicine intake, microlearning can be effective in improving actual self-care behaviours. Microlearning can also positively influence individuals’ cognitive self-care capabilities but was largely ineffective in triggering actual self-care behaviour change. More studies are needed to investigate the effectiveness of microlearning in improving self-care capabilities amongst the general population at scale.

The article provides theoretical and methodological analysis, synthesis, generalization for the study of scientific literature on research problems; system-structural (classification, systematization); analytical research method to determine general and individual patterns, development trends and characteristics according to the classification features of teachers’ professiograms in postgraduate pedagogical education, including innovators, functions, principles and technologies are conceptualized. Special aspects of professional training, system of qualities, abilities, knowledge, skills, formedness, readiness, responsibility and correspondence in synergy of formation and development are noted and specified,, types of competencies included in the integral professional and pedagogical competence of educators-innovators are determined. It is stated that a teacher-innovator as a subject of innovative educational activity should be an author, developer, researcher, user, critic and propagandist of new empirical and / or theoretical knowledge, educational technologies, theories, concepts, models, methods, innovative educational programs and concepts. It is established that the main function of a teacher-innovator is to develop an innovative environment to achieve defined and predictable results, act as a tutor to students upon request during independent research work in the process of educational, scientific and cognitive activities. An analysis of innovative technologies in education and science, which have to to confirm teacher's compliance with the innovative mode of educational activities, his creative self-expression, focus on self-improvement, self-education, self-development and ensure a new quality of education. The most important of them are learning through action, adaptive learning, virtual classroom, use of multimedia services, application of infographics, public open online courses, eLearning, mobile, «cloud», synchronous and asynchronous, mixed, inverted, microlearning, self-directed, use of smart technologies, personalization, use of screencasts, use of youtube, application of creative techniques of lateral shift, gamification, consulting support. It is determined that formation of scientific and methodological teacher-innovator’s competence involves his evaluation using the main criteria,namely: novelty, optimality of educational innovations, level of effectiveness and quality, opportunities for creative application of innovation in public experience.

The potential benefit of employing a flipped learning approach, where learners are presented with the content preceding the class time, is to make a shift from traditional teacher-centered learning environments to more learner- and learning-centered ones. As this content delivery should be short, small, fine, and powerful, ‘microlearning’ as a new method of content-delivery in mediated environments, is suggested. The purpose of this study is to examine the effect of this flipped learning approach on raising Iranian EFL learners’ self-regulation. This study was undertaken on 26 intermediate students in a nine-week course held at an English Institute in Tehran, IRAN. Of the participants, 13 learned English using a task-based language teaching (TBLT) approach in a non-flipped learning setting, whereas 13 studied English in a flipped learning setting. The data was collected in three sections: self-regulation survey flipped learning questionnaire and focus group interviews. Findings demonstrate that the latter were more aware of the learning process itself, playing a more active role in the classroom, while enjoying learning, as being more engaged in the learning progress, resulting in the development of their autonomy and self-regulated learning.

Background Despite active involvement in teaching, clinical educators facilitating the continuing professional development (CPD) of their fellow specialists may not have formal training in medical education. Although required to write focused, measurable, topic-relevant, attainable and time-bound learning objectives to clearly inform learners on their learning intentions, CPD educators often receive no training on how to develop them. Microlearning is an online learning format occurring without real-time or interpersonal interaction, aiming to deliver easily accessible small units of focused information that are readily applicable for professionals. We hypothesised that Portuguese ophthalmologist educators lecturing to their fellow specialists would benefit from a microlearning experience (MLE) to improve the quality of their learning objectives. Methods We created an MLE about writing effective learning objectives. In phase 1, 25 clinical educators, scheduled to lecture at an ophthalmology conference in Portugal, were invited to watch the MLE, write and classify their learning objectives according to Bloom's modified taxonomy, and complete an evaluation survey. In phase 2, 86 clinical educators were invited to view the MLE and complete the survey. Results In phase 1, 20% of participants completed the exercise and survey. They categorised their objectives high on Bloom's taxonomy, considered the MLE useful and stated their intent to apply the principles learned in practice. In phase 2, 29% of participants provided feedback. All agreed that the intervention was clear and useful and 87% expressed an intent to use this information in their educational practice. Conclusions The majority of participants found the MLE clear and useful. Further studies are necessary to measure the impact of the MLEs used by clinical educators.

The study describes the characteristics of the experimental introduction of the methods of blended Japanese oral language teaching for future philologists, as well as the adequacy of the experimental method, aimed at testing the hypothesis of the study. It dwells upon the peculiarities of methodical experiment organization, which was aimed at finding out how effective can be four basic models of blended learning which were selected for teaching oral Japanese: “Face-to-Face Driver”, which was used to teach students of the first year of study, “Activities Rotation Model” for second-year students, “Working Space Rotation Model” which targeted third-year future philologists, and “Flipped Classroom Model” used among the students of the fourth year of the Bachelor's educational level. The experiment also included the use of three auxiliary models: “Flex Model”, aimed at working with the students, who study according to an individual schedule or are forced to catch up with certain material, “Online Lab Model”, aimed at organizing distance learning because of certain prerequisites and needs of the course, and “Self-Blend Model”, aimed at organizing independent study time for students, who are already independent users and are working on some additional courses. The experiment lasted for two years and was conducted at all the years (from first to fourth) of the Bachelor’s educational level. The article highlights the organizational and semantic aspects of experimental teaching using experimental verification capabilities in the research practice of developing oral Japanese skills among future philologists. The article also mentions the two variants of the author's methods, which differ according to the presence or absence of elements of microlearning (microsearch) during in-person training, and the second one was chosen as more preferrable. The results of the experiment proved that both of these variants turned out to be successful, although the presence of microsearch did not affect the level of competence in listening skill, monologue and dialogic speech

Microlearning is an emerging tendency in teaching foreign languages due to the growing interest of students in the communication via social networks and messengers. The aim of this research is to work out the pedagogical design for the individualized path of vocabulary microlearning. To achieve this goal, general scientific methods are used, including an experiment with diagnostic measurement and a focus group to collect quantitative and qualitative testing data, accordingly. As a result of the research the main difficulties of developing the vocabulary skills were figured out (for the first year bachelor’s degree students of “Linguistics” programme); the notion of the individualized vocabulary learning path was analyzed; four new formats of group chat based tasks were introduced; and in conclusion the efficiency of the proposed pedagogical design for the vocabulary competence developing on the basis of the individualization principles was proved.

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

Nowadays, older adults need to actively participate in society's processes and activities without being isolated, abandoned, discriminated against, or placed in a vulnerable situation. The COVID-19 pandemic shows a gradual increase in risk with age, which has led to confinement for this population sector. With these considerations, it is advisable to educate older adults on the general measures to prevent COVID-19, to adapt to today's society and decrease the likelihood of contagion. In this sense, a learning artifact about COVID-19 prevention measures, through a methodology for creating learning capsules for older adults designed to educate from home through mobile devices. Moreover, for evaluating the perceptions of the users about the proposed learning artifact, a case study where older people participated was proposed; here, the Technology Acceptance Model (TAM) was used.

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.

Optimization of work processes and personnel compliance becomes progressively essential to ensure high process and product quality on dairy farms with an increasingly nonfamily work force. Standard operating procedures (SOP) are important to minimize variation. In addition to having a set of protocols and SOP, regular training of employees is indispensable to reduce procedural drift. A total of 243 farm owners, employees, and veterinarians from 35 farms were invited to take 3 microlearning lessons for colostrum management and provide feedback in an embedded survey. The overall response rate was 48%, and almost all participants accessed the SOP within the course (i.e., 92, 90, and 96% in the first, second, and third course, respectively). Overall, 59% (22/37) launched the course in their leisure time and 80% stated that they were convinced to work more accurately after having taken the course. Most employees underestimated the time spent in the course (76%), accessed background information (89%), or provided feedback (55%). These observations are indicative of high engagement. Overall, 78% of employees felt more confident in correct task completion after the training.

Introduction Medical faculties are responsible for the training and development of future physicians. Therefore, they must learn the teaching methods. Considering their extensive roles, adult learning theory, and technological developments, the best solution is e-learning. This study extracted the views and preferences of clinical faculties about the electronic faculty development programs. Methods Clinical faculty members and medical education and e-learning specialists from medical universities in Iran participated in this qualitative content analysis study during 2017-2018. Data were collected with purposive sampling method by 18 semi-structured interviews and 2 focus groups with 11 participants. The data were analyzed using the conventional qualitative content analysis method. Validity and accuracy of data were provided on the basis of Guba and Lincoln criteria. Results Five categories including "Technology infrastructure" (Presentation, Platform, E-Learning environment), "learner" (Features, Motivation), "Program management" (Blending, Interaction), "content" (Design, Application, Organization), and "evaluation" (Learner assessment, Program evaluation) were extracted. Conclusion Faculty members prefer to attend e-learning courses that focus on individualization, blended learning, and mobile learning. The best solution is to use the microlearning approach, that is, short pieces of content focusing on a learning goal that can be presented by all electronic devices in the form of any kind of media, and is in fact the learning fingerfood.

This paper presents a cognitive conversational agent for use in teaching and learning processes named THOTH (Training by Highly Ontology-oriented Tutoring Host) that is capable of formulating and enunciating a well-defined set of small talk segments in a Q&A (Question and Answer) interaction. The small talk structures are placed within the tutoring conversation by an agent designed as a cognitive assistant, in order to make communication smoother and less formal, presenting a more “concerned” behavior. Twelve small talk segments are suggested, included in conversation stages such as opening and closing the conversation, maintaining the rhythm and managing learning. We also explore some branches of the theoretical assumptions and concepts grounding THOTH, such as Dennett’s intentional stance, Bloom’s taxonomy and microlearning theory. In order to measure the perception and effects of using THOTH, we performed a quantitative and qualitative study with a group of students from a course in Applied Artificial Intelligence over one semester. The outcomes are classified into two main categories of analysis – interactivity and intentionality – informing the discussion on the potential uses of a small talk agent as a valuable resource in tutoring interaction, and also raising some points for improvement. In addition to this study, we also drew a small talk profile for this group of students revealing what structures and topics they use the most, as well as a partial performance analysis that allows identifying some effects on learning.

Este texto tem como objetivo apresentar um relato de uma experiência docente mobilizada no âmbito da extensão universitária, iniciada em março e concluída em junho de 2020, durante a pandemia da Covid-19. O campo do conhecimento em questão são aulas de língua espanhola com foco no ensino da conversação. São descritos e problematizados os procedimentos metodológicos adotados, bem como reflexões a respeito do material didático elaborado para o contexto específico da pandemia, por meio da plataforma Canva, bem como a produção de vídeos para o YouTube que seguiram os princípios do microlearning. Também, são tecidas reflexões sobre o tempo de duração para as aulas síncronas (as quais, no caso dessa experiência, ocorreram com o uso do Google Meet, disponibilizado pela universidade), o número ideal de alunos para esse tipo de proposta, bem como o papel do uso do WhatsApp durante o processo. A experiência é relatada a partir do ponto de vista discente, mediante a síntese das respostas de um questionário anônimo disponibilizado ao final do curso, comparando estatisticamente o conjunto de percepções a respeito do modelo adotado. Os resultados mostram que a interação professora-alunos foi o item mais bem avaliado, e o pior avaliado foi a divulgação do curso pré-inscrição.

The chapter focuses upon the conceptual engagement of learners within microlearning events, born from real world implementation of microlearning design and development within the business and industry training and talent development workforce realm of understanding. The integration of microlearning throughout the learning approaches of pedagogical novice, andragogy, and heutagogy, is articulated through the Recursive, Reflect, Engage, Develop, and Scaffold (RREDS) Microlearning Model of instructional design within a differentially structured training event understanding. This model is framed through the informational and instructional understandings of learning, highlighting the metaphoric representation of time as progressive and differentiated engagement, emphasizing the ebb and flow of learning and information through an hourglass approach while extending the time metaphor towards approaching curricular engagement within different end-user understandings.

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 paper deals with the use of a mobile application based on the principle of flashcards to support the teaching of English to primary school pupils. Using such an application while doing homework is a prerequisite for expanding pupils' vocabulary, improving pronunciation and storing words in long-term memory. The reason for using the mobile application is to make English language teaching more attractive, since in the Czech Republic there is a declining trend in the level of English language acquisition. Based on further described criteria, a mobile application working on the principles of flashcards was selected. The application was available to a group of pupils to facilitate their home preparation for their English lessons. The pupils' acquired knowledge was then tested and also their work with the application was monitored. Simultaneously, a feedback through a questionnaire survey was obtained from the pupils using this application. Besides the effect of flashcards on the level of vocabulary in the English language of a selected target group, the paper also deals with the potential use of flashcards as one of the possible tools of microlearning.

Background. Teaching hospitals are the primary locus of training for residents, and the afforded microlearning environments can affect their level of satisfaction, competence, and learning processes. Since limited attention has been directed towards evaluating the microlearning environment, how Saudi postgraduate residents perceive it remains unknown. Objectives. This study evaluated the microlearning environments for major clinical specialties in a tertiary care teaching hospital. It also investigated the association between satisfaction levels and the age and gender of the participants, as well as their stage and specialty. Methods and Methods. A questionnaire-based, observational study was conducted using a prevalidated HEMLEM tool for data collection. Data were collected using the QuestionPro® survey tool and analyzed using SPSS version 23 software. A one-way ANOVA and t-test were performed to compare different subgroups. Results. In total, 129 residents participated in the study, representing a response rate of 87.16%. The overall mean value for microlearning environment satisfaction was 50.21. Females scored higher relative to males. Maximum satisfaction with the microlearning environment was observed in the age group 25–30 years and among internal medicine residents. Conclusion. Overall, a satisfactory score on the HEMLEM tool was recorded, suggesting the majority of residents are satisfied with the microlearning environment at KFHU. Supervisors, program directors, and curriculum planners could use our findings to further improve the educational climates within their training specialties.

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 aim of this study was to develop and pilot a 52-week Microlearning curriculum on person-centered dementia care in nine nursing homes. The goal was to evaluate the usability and application of Microlearning as a tool to increase staff knowledge and improve perceptions of people with dementia, thus increasing their ability to deliver person-centered care and their job satisfaction. Findings indicate that participants enjoyed the flexible, 24/7 access to training and found that the immediacy of the format encouraged them to apply their learning directly to practice. Staff knowledge and attitudes toward people with dementia were positively impacted by the training, as was job satisfaction. Further research to test the efficacy of Microlearning compared to usual training is warranted, as are coordinated policy development efforts that can guide the implementation of best practices in the use of Microlearning as an innovative training modality in nursing homes.

Background Cultivating healthy lifestyle beliefs (HLBs) can result in positive health outcomes for students during their nursing program. Purpose The purpose of the study was to determine the effectiveness of short wellness interventions (microlearning) in nursing courses on reducing stress and anxiety and enhancing HLB. Methods Microlearning wellness interventions were offered to graduate and undergraduate nursing students in this cluster randomized intervention study. The Perceived Stress Scale 4, Generalized Anxiety Disorder 7, and Healthy Lifestyle Beliefs Scales were administered. Student perceptions were evaluated using a short answer narrative. Results The intervention group reported higher HLB (P = .15), lower anxiety (P = .06), and lower stress (P = .06) compared with the control group after adjusting for baseline differences. Student comments were favorable and included enjoying the activities, weight loss success, and mindfulness strategies. Conclusions Incorporating wellness interventions into nursing curricula demonstrates a positive trend toward reducing anxiety and stress and improving HLB.

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.

Due to its geographical position, the Apulia region, is used to house migrants from all over the world who arrived over the centuries. Apulia is also a transit land for migrants that want to reach other Italian regions or European countries. One of the main issues of migration flows is related to the health services network. In this context, the Apulia Region, in collaboration with other private and public organisations, proposed the Prevenzione 4.0 (Prevention) project that aims at creating an e-health environment to empower the services of the National Health Service for migrants. Technological solutions and learning paths will be implemented to reduce the number of users who daily ask for health care services. The actions will be available for both migrants and professional figures involved in the management of migrants’ reception processes. This paper presents a mobile application designed to help the migrant centres to provide medical and psychological support to their guests. The app fosters the migrants’ empowerment to make them able to take care of their health without involving the National Health Service when not strictly necessary.

ObjectivesWe sought to establish the feasibility of chunking crew resource management (CRM) training into micro-size interventions and to compare different training approaches in the context of micro-learning.DesignWe evaluated whether participants in micro-learning CRM activities achieved learning objectives following training. In a between-subjects design, groups were observed for behaviour during a simulation that was part of a 15-minute modular intervention and tested for recollection afterwards.ParticipantsThe 129 participants recruited for this study were medical students, who already had relevant experience treating patients.InterventionsThe experimental setting involved three 5-minute components: video, simulation, and debriefing. Different groups viewed videos involving different didactic concepts: one group observed a videotaped concrete example of a medical care team applying a CRM tool (example group), and one group observed a videotaped lecture on the same topic (lecture group).Main outcome measuresAll simulations were videotaped and coded in detail for the occurrence of and time spent engaging in team behaviour and medical care. Questionnaires were administered before, immediately after, and two weeks after the intervention. We compared the groups' behaviour during the simulation (team cooperation and medical care), retention of knowledge from the training content, and results of the evaluation.ResultsBoth groups exhibited most of the behaviours included in the content of the instructional videos during the simulations and recollected information 2 weeks later. The example group exhibited significantly more of the training content during the simulation and demonstrated better retention 2 weeks later. Although the example group spent more time on team coordination, there was no difference in the number of executed medical measures.ConclusionDelivering CRM training in chunks of relatively short and highly standardised interventions appears feasible. In this study, the form of didactical presentation caused a difference in learning success between groups: a traditional lecture was outperformed by an instructional video demonstrating a practical example.

With increasing visibility for all educators to meet technology standards, teacher educators must prepare their teacher candidates for the increasing demand for education technology integration in preK-12 and higher education classrooms. Many university faculty, who are responsible for this preparation of teachers, feel unprepared for this challenge, which often pushes them out of their comfort zone. As teacher educators in a small university in Southern Texas, the authors explored specific engagements that serve as preparation of faculty for collaborative, online learning shared experiences and instructional strategy modeling that can enhance teacher candidates' self-regulation skills to integrate technology as they prepare to enter classrooms. As they develop and implement multiple engagements for use within their teacher preparation program, the authors maintain a growth mindset to help improve the quality of their technology interactions and continuously renew their efforts to promote the integration of technology.

Individuals use different styles of learning to adapt and manage everyday situations. The development of new skills and knowledge requires a variety of teaching methods and learning strategies. Therefore, faculties should utilize appropriate teaching methods that match learners’ needs and preferences to create an effective and harmonious learning environment. This equally supports learners’ academic performance and the teaching and learning processes. Theoretically, the most supportive teaching methods and instructional activities that optimize learning outcomes are the ones that consider learners’ preferred learning styles. In addition, it is important to recognize university students’ most effective learning styles because of the bulk of information they have to learn within short periods of time and prior research identified that Millennial generation of university students require new pedagogical strategies. This paper presents and discusses the effectiveness of microlearning from learners’ perspective regarding its major supports and challenges. Additionally, this paper discusses students’ opinion on Telegram as a mean for microlearning. These are overviewed through an outline of the various phases of microteaching, implementation aspects, and microteaching content and activities used in this teaching method.

Self-management education for adults with type 2 diabetes (T2DM) improves knowledge, skills and motivation; yet, new strategies to more effectively educate patients and improve adoption of insulin therapy are still needed. We conducted a prospective, non-randomized multi-center pilot, using a novel Patient Experience Cloud to deliver microlearning education focused on survival skills, insulin injection technique, and lifestyle management. Content was culturally relevant and tailored to minority patients with T2DM who recently initiated insulin treatment to enhance engagement. Consented T2DM adults, ages 20 to 70 years, were presented an online library of 56 education videos (1-4 minutes each). Pre and post surveys of self-reported attitudes towards insulin and patient activation measures (using the validated PAM scale) were obtained. The study enrolled 201 patients: 78 non-Hispanic whites (NHWs), 74 African Americans (AAs), 39 Hispanic whites (HWs) and 10 Other. Of these, 181 (90%) were engaged (defined as completing baseline surveys and watching 4+ videos). The number of videos viewed differed by race, p=0.012; with median number of 23 for AAs, 13 for NHWs and 5 for HWs. One week later, 83 participants (41%) continued engagement via viewing and completion of post questionnaires. Highest engagement was seen among AAs (51%) vs. 40% of NHWs and 26% of HWs. Overall attitudes towards insulin improved significantly, with a mean change of 0.29 points (on a 6 point Likert scale, 95% CI 0.02 to 0.56, p=0.03). Similarly, the PAM score increased significantly after viewing (by 0.17 point on a 4 point scale, 95% CI 0.to 0.26, p Disclosure M.M. Bogun: Other Relationship; Self; Mytonomy. N.E. Jelesoff: None. C.M. Nassar: None. C.R. Thacker: Other Relationship; Self; Amylin Pharmaceuticals, AstraZeneca, Mytonomy. J. Camacho Rivera: Research Support; Self; Mytonomy. C.J. Bourges: None. K. Sethi: None. L. Egbuonu-Davis: Employee; Self; Sanofi. A.C. Beal: Employee; Self; Sanofi. Board Member; Self; AcademyHealth. D.A. Greenwood: Advisory Panel; Self; Novo Nordisk A/S. Consultant; Self; Verily Life Sciences LLC.. Speaker's Bureau; Self; Becton, Dickinson and Company. Employee; Self; Mytonomy, Inc. Advisory Panel; Self; American Association of Diabetes Educators. H. Chatha: Employee; Self; Mytonomy. Employee; Spouse/Partner; Medstar Health. A. Kataria: Stock/Shareholder; Self; Mytonomy, Inc. Stock/Shareholder; Spouse/Partner; Mytonomy, Inc. D.B. McNeill: None. R. Goland: None. M.F. Magee: Research Support; Self; Sanofi, Eli Lilly and Company, MedStar Health Research Institute. Advisory Panel; Self; Merck & Co., Inc.. Research Support; Self; PRIMED. Speaker's Bureau; Self; IMNE, American Diabetes Association. Advisory Panel; Self; Endocrine Society. Speaker's Bureau; Self; Sanofi. Research Support; Self; MedStar Health.

The three essential elements of an effective instructional environment are the students, the curriculum and the teacher. The teacher, on the other hand is the glue that combines these items. To train qualified teachers, it is important to use methods that employ theory and practice together in teacher education. In order for microteaching, one of these methods, to be more effective, supporting it with online environments such as social networks may be beneficial. In this respect, this study aims to find out the effects of Social Network-Supported Microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. Teacher Self-Efficacy Scale (TSES) and Open-Ended Interview Questionnaire (OEIQ) developed by researchers were used for data collection. The SNSM process took place in two stages. Pre-service teachers were asked to respond to Teacher Self-Efficacy Scale prior to SNSM, at the end of the first stage and subsequent to the SNSM. Following SNSM, through the open-ended interview questionnaire, opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Following the collection of data, quantitative and qualitative data were analysed. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data was in support of quantitative data, and pre-service teachers have expressly stated that SNSM has improved their teaching skills.Keywords: Microteaching; social network-supported learning; teacher education.

Effective training is critical to providing quality care in long-term care environments, where many residents have dementia. Training has been linked to positive resident care outcomes and improved job satisfaction of staff. The aim of this study was to develop, pilot, and evaluate a Microlearning training curriculum, using short (5-10 minute) “bursts” of training available through an online platform on demand (i.e. 24/7). The expected outcomes were to improve staff knowledge, attitudes, and skills regarding person-centered dementia care and to increase job satisfaction. Researchers translated the Centers for Medicare and Medicaid Hand-in-Hand training curriculum into 52 weekly Microlearning lessons delivered via an online platform (accessible by computer, IPad or smart phone) followed by a short quiz. Using pre- and post-tests, nine focus groups, and fourteen telephone interviews, the researchers engaged with a convenience sample of staff (N = 244) working at all levels from direct care to leadership in nine nursing homes in Virginia. Pre- and post-tests comprised items from the Dementia Attitudes Scale and the Nursing Home Nurse Aide Job Satisfaction Scale. Results from a between subjects t-test demonstrated significant improvements in attitudes to people with dementia. Focus groups and interviews revealed high satisfaction with the training with a significant majority agreeing it was a helpful way to learn and that they were able to apply what they had learned to caring for residents. This pilot demonstrates a promising new practice for training long-term care staff. Further research using a control group receiving usual training is indicated.

Students in Medical Laboratory Sciences occasionally struggle in lecture to acquire the knowledge covered in the objectives. After review of the ASCLS Body of Knowledge, nine clearly-stated objectives in Acid-Base studies were distilled and two BITES were created. These BITES are a form of microlearning, where students take 10-20 minute chunks of time to learn a brief topic. 5 objectives are defined and review questions are asked to stimulate active recall and retrieval. At the end, three questions are asked which require application of the knowledge gained over the previous 10-20 minutes. Three surveys were given to all students at different points in time to assess the efficacy and acceptance of BITES; Post-Lecture (Pre-BITES) Questionnaire (PLQ), Post-BITES Questionnaire (PBQ), and Post-3-month Questionnaire (P3Q). In comparing the PLQ and the PBQ, eight correct answers were recalled more often in the PBQ and three correct answers were recalled more often in the PLQ. All correct answers were recalled more often in the P3Q than the PLQ. The question, “I enjoyed these BITES” was answered 1 “no” and 5 “yes”, and received the following scores; 0-1’s, 0-2’s, 3-3’s, 8-4’s, 11-5’s. The question, “I preferred learning with...” indicated that all students but one preferred BITES over lecture. As we continue to master our craft of teaching, we learn that MLS Students prefer learning with BITES in a traditional lecture-based classroom and that durable learning was accomplished over 3-months with their use. Further studies are required to see if BITES improve student engagement.

This investigation explores the integration of a mobile language learning application into a high school English course. It uses detailed behavioral data, assessments of student vocabulary and language knowledge, student work, and teacher observations to identify how students use the mobile application; measure student learning; determine which aspects of learning activity design supported or failed to support application integration; and determine how application use related to changes in student vocabulary knowledge. Students’ application use and learning suggest certain aspects of the noticing hypothesis (i.e., logging) do not apply in formal mobile learning environments and microlearning is rarely realized in these contexts when there is evidence of learning. From a theoretical perspective, the data suggest mobile tools can be used to encourage spaced repetition and deep processing when the accompanying learning activities are appropriately designed. However, the desired depth of processing is unlikely to be observed when application usage patterns that are consistent with microlearning are seen.

Background: Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective: This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods: A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results: A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions: Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping review will inform education researchers, faculty, and academic administrators on the application of microlearning, pinpoint gaps in the literature, and help identify opportunities for instructional designers and subject matter experts to improve course content in didactic and clinical settings.

The purpose of this mixed-method study was to test the usefulness of a new technology-based instructional design, using microlearning and social learning, to improve employee skills on the job. Researchers collected data from professionals responsible for instructional design at their workplace (N=51). Participants engaged in a fully on-line training at a time convenient to them over a two-week period. A learning management system supported the content delivery. A social learning component included video demonstrations of the content and participants asynchronously sharing their learning with other participants. Researchers performed follow-up interviews (N=10) to develop a deeper understanding of the participants’ perceptions and to validate self-reports collected in a Likert-style quantitative survey. Participants created work samples used as evidence of their learning from the training. Three themes emerged from the qualitative analyses including, participants wanted training that provided skills useful immediately on the job, sought to expand their perspectives by learning from others, and to expand their skills in their craft beyond those of other designers. Participants’ reported that opportunities to share their learning with others made the learning “more personal” and provided a “bigger picture,” or broader perspective. Participants’ reported the instructional design increased their motivation to engage the content and that their skills improved. Positive reports of the effectiveness of the microlearning component were not consistent, however, with the statistical results. There was a significant negative correlation between microlearning and the social learning component and the dependent variable of the study, participants’ perceptions of the effectiveness of the instructional design.

This study investigated the use of mobile microlearning, supported with social learning strategies, and its perceived usefulness as a delivery mode for professional development on the job. The use of computer-mediated communication and microlearning have been explored in educational settings. This study expanded the context to managers and leaders in the aerospace industry (n=15) and healthcare professions (n=20). Data was collected using a self-developed, semi-structured interview protocol and Likert-style survey. A professional development training, using the Graphical Inventory of Ethical Leadership (GIEL) survey tool, was delivered to participants’ mobile devices. Six themes emerged from the inductive analyses of the participants’ responses including: the flexible delivery saves time, maintains leader’s presence on the job, builds team cohesiveness, meets the leaders’ needs for personalizing delivery of the PD/understanding their employees’ learning needs, provides individuals with a voice in the selection of learning opportunities, and the absence of participants’ stated concerns over the use of technology. Conclusions, models for understanding the concepts, and implications for practice are provided.

El trabajo presenta una reflexión sobre el uso de la técnica de la microenseñanza en la formación de docentes. La experiencia de microenseñanza en la UPC se desarrolla como parte del proceso de inducción que el Departamento de Calidad Educativa brinda a los profesores nuevos. Se presentan los resultados del análisis de las Habilidades Docentes en las Microenseñanzas realizadas en el ciclo 2006-02 y se discute sobre las posibilidades de capacitación que brinda esta técnica, ayudando a los docentes nuevos a reforzar sus habilidades pedagógicas y alinearse al Modelo Educativo de la UPC. A su vez, otorga retroalimentación y permite brindar sugerencias para que el profesor pueda seguir formándose como pedagogo.