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Microlearning has gained popularity in both the training industry and professional studies disciplines over the last several years. While substantial information exists in industry articles and commentaries on the definition of microlearning—along with how to create, develop, and implement it—a closer look at the existing research is important. Further study is needed to understand how to inform instructional design professionals of current trends and the effects of microlearning training on the enhancement of learner performance in both workplace and academic settings. Thus, this scoping review aims to examine the literature and identify noticeable trends, patterns, and evidence of how microlearning has been used and implemented in both academic learning and industry training settings. [ABSTRACT FROM AUTHOR]

Undoubtedly, teaching and learning have taken different forms throughout history. First, they were limited to the hand-in of information from one generation to the next, but in time, schools began to develop and thrive. Nowadays, due to the inordinate number of information that people need at their working place, both teaching and learning are on the verge of a revolution which will probably change education as we know it. However, as this process in underway, it is difficult to predict whether the steps taken now to modernize the educational system are all made in the right direction. Will microcontent and microlearning be the answer to some of the problem in education? If people learn only what is needed and necessary, will this solve the information overload? The aim of this paper is to answer some of these questions by providing a balanced approach regarding the scope, uses and design of microlearning for professional development. [ABSTRACT FROM AUTHOR]

The current work validated the decomposed theory of planned behaviour (DTPB) with working adults to assess its ability to predict intentions to participate in microlearning and also identify the significant factors that drive microlearning usage decisions. We found that positive attitudes towards microlearning (Attitude), stronger beliefs in others' opinions regarding microlearning use (SN), and stronger perceptions about one's capability to engage in microlearning (PBC), are associated with stronger intentions to participate in microlearning. All decomposed constructs were found to be significant predictors of the respective factors, except superior influence (SI) and resource facilitating conditions. We discuss potential targeted interventions focused on what works best to encourage microlearning adoption. For instance, while reporting superiors have no significant influence over one's microlearning use decisions, the opinions of peers and colleagues positively influence microlearning use. Hence, focusing on embedding community‐related aspects into a microlearning design may effectively encourage the use of microlearning. Practitioner notesWhat is already known about this topicThe decomposed theory of planned behaviour (DTPB) is reported to be suited for studying e‐Learning adoption due to its robustness and high explanatory power.The DTPB allows for a deeper and more detailed explanation of behavioural intentions compared to other models.However, the DTPB has not been explored for learning innovation such as microlearning.What this paper addsThe DTPB was found to be theoretically sufficient for predicting intentions to participate in microlearning.Attitudes towards microlearning was found as the strongest determinant of intentions, followed by one's beliefs in others' opinions regarding microlearning use, and lastly, perceptions about one's capability to engage in microlearning.Contrary to expectations, only the influence of peers in one's social circle was significantly predictive of subjective norm, while the influence of those in positions of authority in the workplace (e.g., one's reporting manager or superior) was not.Additionally, while self‐efficacy and technology‐related facilitating conditions (e.g., technical compatibility, technical support) were significant predictors of perceived behavioural control, the availability of resources required to perform microlearning was not.Implications for practice and/or policyFactors identified as strongly influential for behavioural intentions may aid in facilitating and accelerating microlearning adoption in the workforce. [ABSTRACT FROM AUTHOR]

Through a semi-structured survey of mobile journalists (N = 433), the study investigated mobile journalists' learning needs and learner experiences related to their digital skills development with smartphones. Results indicate that not only novice journalism students but also experienced educators, professionals, or mass communication and media workers had a high level of demands on developing specific digital skills, especially skills with smartphones, such as writing better headlines and stories for mobile audiences, shooting and editing 360° videos, and programming skills such as HTML. Recommendations are made for future research that mobile journalists indicated mobile microlearning is a promising approach to support their just-in-time learning. [ABSTRACT FROM AUTHOR]

Every year the problem of higher educational establishments' modernization, introduction of the newest methods and strategies of educational process reorganization, estimation of achievements in the context of information technologies becomes more and more urgent. The situation with the COVID-2019 pandemic has demonstrated the need to involve additional information approaches to teaching within the system of blended learning in higher educational establishments. As a result, the question arises: what mechanisms can be used to make learning effective? The article reveals the concept of "microlearning" as the latest approach in education and identifies its key tools in formation of English-language competencies in university students. The study found that microlearning can be an effective complement to traditional learning, as it extends the learning process beyond the classroom on the basis of information technology, allows consolidating virtually and deepening the knowledge gained during practical classes, and provokes students to daily communication outside the establishment through social network. Moreover, we propose a strategy for implementation of microlearning on the example of the educational process at Kherson State Maritime Academy through interaction of practical classes in the line of communicative-competency approach, virtual and online learning on the principle of rotation. [ABSTRACT FROM AUTHOR]

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

Background: As technology advances, the gap between learning and doing continues to close—especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group‐based and/or didactic faculty development. Methods: The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre‐existing literature to propose a new conceptual model. Results: The authors propose a new conceptual model, the Just‐In‐Time Learning Loop, to guide the development of online faculty development for just‐in‐time delivery. Conclusions: The Just‐In‐Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology‐enhanced learning field (e.g., microlearning, micro‐credentialing, badging) to create new types of learning experiences for their end‐users. [ABSTRACT FROM AUTHOR]

To improve the awareness of less technical personnel to potential Loss of Containment (LoC) scenarios and increase their vigilance to such events & their potential causes so they can be promptly addressed; memorable images are shown on familiar playing cards representing typical LoC events. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Adult Education & Learning / Andragoška Spoznanja is the property of Andragoska Spoznanja 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.)

Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should be in order to best maintain engagement. Using a self-reported system of Likert-based diagnostics, 135 videos in use at Solent University's computer games area were analysed. Ninety-four students were asked to agree or disagree with statements in the format 'I understand X', each tailored to the subject material of the video in question. Repeated questions before and after the video allowed for a change in confidence to be measured, as an indicator of engagement. The resulting 4198 responses showed an optimum range of 5-8 min overall. However, the year of study emerged as a significant factor in this regard -- with an optimum range for first years at 6-12 min, and for second and third years at under 8 min. There is a need for institutional-level change in this area, as many institutions currently recommend use of lecture video segments far longer than either figure. [ABSTRACT FROM AUTHOR]

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

This study aims to analyse the impact of Social Media Marketing in Customer Brand Engagement and Brand Awareness micro-learning platforms. The sample consisted of 220 students from micro-learning platforms using social media in the educational institutions. Because social-media marketing and customer brand- engagement are second-order reflexive constructions, the two-stage approach of hierarchical models with mode-A was adopted. The results reveal that social media marketing influences both the building of customer brand engagement and brand awareness among students on micro-learning platforms. Furthermore, it was shown that customer brand engagement is an important mediator between social media marketing and brand awareness. Social-media marketing activities carried out by micro-learning platforms contribute to the generation of customer brand engagement and brand awareness of these institutions. Furthermore, the results show that, although social-media marketing helps to generate brand awareness, it is through customer brand engagement that socialmedia marketing is most effective in generating brand awareness. For microlearning platforms, the results allow them to understand the importance of customer brand engagement when using social-media marketing to generate brand awareness. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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

This article reports on the effective use of short videos as part of a microlearning strategy aimed at improving student success and satisfaction in an undergraduate literary history course at Flinders University. Although the pedagogical tenets of microlearning ostensibly contradict the deep, sustained critical attention literary study typically demands, this case study exemplifies how videos can be tailored for knowledge transfer and incorporated to supplement other parts of the syllabus that might require more traditional forms of interactive and individual application and practice. Video analytics from 2017 to 2019, in conjunction with the feedback gathered by subsequent university student evaluations and personally administered surveys, reveal important insights into both pedagogical efficacy and study and viewing patterns including: preferred viewing times; video completion rates; student attention span; repeat viewings; use of study spaces; and use of devices. Collectively, these paint a timely picture of the modern English undergraduate student, and how English syllabi and teaching resources can be tailored to meet their needs. [ABSTRACT FROM AUTHOR]

This paper introduces a data retrieval algorithm for teaching English microlearning based on the classification of wireless network information. There are two main types of information extracted from social network information: trust relationship and similarity relationship. To be able to make full use of these two kinds of information, they are then divided into two parts, respectively, namely, explicit and implicit trust relationships and global and local similarity relationships. Then, this paper proposes an adaptive adjustment of the weights, which can better model the user's selection tendency. Finally, adequate experiments are conducted on two experimental data sets, and the retrieval model shows the best results, demonstrating that the impact of data sparsity on retrieval performance can be mitigated through the use of social network information. The general approach to the production of college English microcourse is described in terms of design principles, teaching analysis, teaching session design, script design, and recording processing, and the study of data retrieval algorithms for college English microcourse based on social network information classification is conducted in three stages: before, during, and after the class. It is verified through practice that the application of social network information classification to college English microlearning helps to improve learning interest, learning efficiency, independent learning ability, and thinking inquiry ability and provides certain teaching suggestions for college English microlearning based on practical feedback. [ABSTRACT FROM AUTHOR]

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The study aims to innovate the teaching and learning process of mathematics with a group of elementary school students from a rural population of Colombia, where the use of information and communications technology resources, as well as internet access in limited. The teachers implement microlearning so that children learn to solve arithmetic problems. The experience is descriptive with a non-probabilistic convenience sampling, developed from the creation and application of a virtual learning object whose pedagogical strategy was the use of microlearning. The study shows that the use of information and communications technology resources assist the students to learn mathematics. It also develops the office content, skill to interpret, know and solve mathematical problems from everyday situation to students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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

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

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. [ABSTRACT FROM AUTHOR]

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin 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.)

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

The article informs that incorporating artificial intelligence (AI), extended reality (XR), and microlearning technologies into training programs to improve worker performance and safety. It mentions that remote working environment has arguably changed the way one learn and develop new skills, while COVID-19 has significantly impacted global and local mobility and redefined training and education.

Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education was developed using the design principles and instructional flow reported in literature. The goal of this formative research was to study the mobile microcourse's learning efficacy, defined as effectiveness, efficiency, and appeal. Learners' knowledge before and after the mobile microcourse was analyzed using semistructured questionnaires as well as pretests and posttests to measure differences. The results indicate that learners of this mobile microcourse had an increase in knowledge, more certainty in decisions about practical applications, and an increase in confidence in performing skills. However, automated feedback, timed gamified exercises, and interactive real-world content indicate room for improvement to enhance effective learning. [ABSTRACT FROM AUTHOR]

This study investigated the impact of a chatbot-based micro-learning system on students' learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom. [ABSTRACT FROM AUTHOR]

The need for self-directed learning for professional development drives an increase in the delivery of easy to use 'just-in-time' resources that respond to the often-dynamic workplace and work culture. This is especially important in the era of globalisation, when the number of employees, who are culturally diverse, increases each year. Most medium and large companies operate in an international environment, and this is due to the expansion of international enterprises with branches in various countries that requires cooperation with foreign clients, and the employment of foreign nationals in their companies. In order to guarantee the effectiveness of workings in companies, there is a need for continuous education in the aspect of the cultural diversity. This paper explores micro-learning, which focuses on delivering brevity through bitesized learning units or short-term learning activities. Learning content in this case can take many forms, from text to interactive multimedia. These contents are often created on demand, which can sometimes be less contextualised and pedagogically informed. Based on a case study of the need for training on cultural risks in multi-cultural organisations, this paper focuses on the design of mini-games as playful learning resources for supporting an online learning platform that has been developed as a response to this training need. Fifteen mini-games have been developed to complement eight main topics related to cultural risks and to promote reflection, practice and the self-assessment of knowledge acquired through the platform. The main eight topics represent the risk areas identified that include cultural awareness, understanding different cultures, communication, learning styles, hierarchy, team-working, qualities in the working place, and stereotypes through a survey carried out with personnel (n=154) from multi-cultural organisations across five countries - Cyprus, Italy, Latvia, Poland, and the UK. The discussions include unpacking the mapping of pedagogical and gameful design considerations based on Arnab et al.'s (2015) Learning Mechanics-Game Mechanics Mapping (LMGM) model. The paper also discusses the findings from the testing of the online platform across 5 countries including 166 participants (two-step testing). The insights provided will be valuable to researchers, practitioners, designers, and developers of micro-learning resources. [ABSTRACT FROM AUTHOR]

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

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

Lifelong learning requires appropriate solutions, especially for corporate training. Workers usually have difficulty combining training and their normal work. In this context, micro-learning emerges as a suitable solution, since it is based on breaking down new concepts into small fragments or pills of content, which can be consumed in short periods of time. The purpose of this paper is twofold. First, we offer an updated overview of the research on this training paradigm, as well as the different technologies leading to potential commercial solutions. Second, we introduce a proposal to add micro-learning content to more formal distance learning environments (traditional Learning Management Systems or LMS), with the aim of taking advantage of both learning philosophies. Our approach is based on a Service-Oriented Architecture (SOA) that is deployed in the cloud. In order to ensure the full integration of the micro-learning approach in traditional LMSs, we have used two well-known standards in the distance learning field: LTI (Learning Tools Interoperability) and LIS (Learning Information Service). The combination of these two technologies allows the exchange of data with the LMS to monitor the student's activity and results. Finally, we have collected the opinion of lectures from different countries in order to know their thoughts about the potential of this new approach in higher education, obtaining positive feedback. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. 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. [ABSTRACT FROM AUTHOR]