Microlearning Literary History: Using Videos as a Resource for English Literature.

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]