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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.

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]

Over the past years, practicum teachers have been assigned to schools for their teaching practicum. Many of them tend to struggle with the reduced attention span of students due to online learning. As such, microlearning has been seen to be the most recent method of teaching that could aid students to learn better. This research focuses on the interaction and relativity of microlearning with practicum teachers in the teaching and learning process. 8 groups of 20 students in each group were selected using a convenience sampling method, as the group of students were easily accessed by the researcher, and the practicum teachers acted as the data collectors for this research. The microlearning tool used to replace the traditional teaching method was a 3-minute video and images.. All selected students are in the same level of studies which is in Year 8. Majority of them have the same proficiency level which is upper intermediate. The results show that microlearning did help with their classroom management and students were able to practise their scaffolding skills in a more effective manner. [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]

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]

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

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

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

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

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

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

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

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

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]

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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]

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]

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]

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

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

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

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

Copyright of HETS Online Journal is the property of Hispanic Educational Technology Services, Inc. (HETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Flipped classroom (FC) has recently attracted researchers' interest in teacher education thanks to its potential for promoting pre-service teachers' (PTs) professional development. However, some of major issues are the lack of interactivity, disengagement, and amotivation of PTs for pre-class activities due to poor online instruction design. This explanatory sequential mixed study explores the effects of the microlearning-supported FC on PTs' learning performance for professional development, motivation, and engagement. A total of 128 PTs participated in this study from a university in Turkey. In the quantitative phase, a quasi-experimental pretest-posttest design was conducted and the treatment lasted for 14 weeks. The PTs were divided into two experimental groups and one control groups using random sampling technique. In first experimental group (m-FC, n = 43), the participants learned with microlearning-supported (by using a-bit sized learning chunks outside the classroom) FC model. In the second experimental group (t-FC, n = 39), the participants learned with traditional FC model. A control group (non-FC, n = 46) was not taught using FC model and teacher-centered approach was adopted in this group. The findings indicated that FC model (in both experimental groups) increased learning performance, intrinsic motivation, emotional, and behavioral engagement compared to a group that was not used to FC. Moreover, m-FC group had better intrinsic motivation and engagement than both t-FC and non-FC groups. Semi-structured interviews showed that two major themes emerged regarding benefits and challenges of microlearning-supported FC. Most of PTs had positive perceptions that it enhances the willingness to participate in pre-class activities. The implications for teacher education, recommendations and directions for further studies were also discussed. [ABSTRACT FROM AUTHOR]

Microlearning-based lessons are still new in the field of education because it primarily focuses on corporate training and adult learning. Hence, limited research was conducted in basic education even in higher education. Microlearning-based lessons are designed and delivered in the form of small, bite-sized information which allows students to achieve a certain learning objective. The main purpose of this research is to determine the effectiveness of Microlearning-based Lessons in Chemistry in the level of academic performance of 18 Grade 9 students under the online learning modality. Moreover, the research instrument used was a researcher-made pretest-posttest based on the learning competencies of the Most Essential Learning Competency (MELC) consisting of 25 multiple choice items along the topics in Grade 9 Chemistry during the Second Quarter of the school year 2020-2021. Mean and paired t-tests were used as tools for analysis. Findings reveal that students' exposure to Microlearning-based Lessons in Teaching Grade 9 Chemistry improved their level of academic performance in Chemistry. This implies that students perform better when they use microlearning-based lessons in learning Chemistry. Thus, it can be concluded that the level of performance in Chemistry of Grade 9 students greatly improved after exposure to microlearning-based lessons. Furthermore, this shows the effectiveness of the intervention material in improving their level of academic performance, thus the microlearning-based lessons be adopted in teaching Chemistry is recommended. [ABSTRACT FROM AUTHOR]

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