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Comparing the Effectiveness of Microlearning and eLearning Courses in the Education of Future Teachers
Abstract
The paper presents the results of research on the incorporation of microlearning courses into the education of future teachers at the Pedagogical Faculty of the University of Ostrava. It compares the effectiveness of microlearning and eLearning courses. It also provides additional information on student activity in differently designed courses and their motivation to study a particular e-course. In order to determine the effectiveness of the two approaches, both full-time and distance students participated in the project.
... Micro-learning has positive effects on learning success (Al Shehri, 2021;De Gagne et al., 2019). It is at least as effective (e.g., Javorcik & Polasek, 2019) or more effective as other instructional methods, such as e-learning (e.g., Mohammed et al., 2018) or traditional paper-based instruction (Nikou & Economides, 2018). ...
... Learners are more likely to use the learning offering and perceive micro-learning as more convenient. They can access micro-learning frequently and use it with mobile devices (Javorcik & Polasek, 2019). ...
Background
Most workplace learning is informal. However, some employees struggle to execute informal learning strategies effectively because they lack the necessary knowledge or skills or use their knowledge and skills ineffectively or not at all.
Objectives
We examined the effects of computer‐based micro‐learning interventions that provide strategy knowledge, prompts, or both, on strategy knowledge, strategy use, and goal achievement—to compensate for these deficits.
Methods
A total of 122 employees were randomized into four interventions groups, that is, knowledge, prompts, both, and waiting control group, for a longitudinal micro‐learning training experiment. The participants received 10 micro‐learning nuggets over a month.
Results and Conclusion
Compared with the control group, results of the interventions suggested that providing knowledge led to more declarative knowledge. Surprisingly, prompts resulted in more declarative knowledge. Combined interventions led to greater declarative knowledge, but no further synergetic effects could be observed. Over the training course, results showed positive, cubic effects on strategy use and for individual goal achievement for the prompts and combined intervention group. Qualitative data suggest a self‐assessment adjustment of strategy use. In future studies, interventions could be custom‐designed to compensate for the different deficits.
... On the other hand, Conversely, universities are facing challenges in addressing the evolving needs and uncertainties introduced by the Fourth and Fifth Industrial Revolutions, particularly concerning workforce upskilling and lifelong learning [12]. Microlearning modules, unlike the rigid structures in traditional education, offer accessible learning anytime, and anywhere [13][14][15][16][17][18][19][20], via various devices [21][22][23][24]. This adaptability and flexibility [25] enable independent learning at preferred paces [26]. ...
Microlearning, characterized by its concise and targeted learning content, has emerged as a dynamic pedagogical approach. However, its effectiveness on learning outcomes is subject to mixed research findings, and there’s limited understanding of the underlying factors influencing these outcomes. To address this gap, we collected both quantitative and qualitative data from life-long learners who were taking micro credentials modules hosted on Canvas. This study identified and categorized specific content and learner-level factors into contextual (media richness), behavioral (interaction and engagement), cognitive (comprehensiveness) and affective (motivation, self-concept, and satisfaction), affecting learning outcomes drawing from multiple theories such as the Expectancy-Disconfirmation, constructivism, Self-determination, Situation(al) Awareness, Cognitive Multimedia Learning, and Andragogy. The study introduced a novel framework to investigate factors affecting microlearning outcomes. We utilized SmartPLS v4 for quantitative analysis and ATLAS.ti v24 for qualitative analysis. Quantitative findings revealed significant influence of media richness on interactivity, engagement, satisfaction, and comprehension. Interactivity significantly influenced engagement, and engagement, in turn, shaped learner satisfaction and self-concept. Additionally, comprehension significantly affected both learning outcomes and satisfaction. However, interactivity, engagement, and satisfaction did not significantly affect learning outcomes, suggesting areas for improvement in microlearning module design. Qualitative analysis identified specific challenges like limited peer interaction, pace of instruction, and comprehension difficulties with complex content. However, it also highlighted positive aspects such as flexibility and accessibility. This research provides valuable implications for curriculum designers, tools developers and educators to developed personalized microlearning.
... Using JIT microlearning is an effective way to teach complex strategies. [92,93] JIT learning provides immediate information when it is needed by delivering content in manageable units that t technicians' clinical schedules. Each JIT microlearning provides ideas for learning activities to teach a speci c goal and brief information about how autistic children learn. ...
Background
The rising number of children identified with autism has led to exponential growth in for-profit applied behavior analysis (ABA) agencies and the use of highly structured approaches that may not be developmentally appropriate for young children. Multiple clinical trials support naturalistic developmental behavior interventions (NDBIs) that integrate ABA and developmental science and are considered best practices for young autistic children. The Early Start Denver Model (ESDM) is a comprehensive NDBI shown to improve social communication outcomes for young autistic children in several controlled efficacy studies. However, effectiveness data regarding NDBI use in community-based agencies are limited.
Methods
This study uses a community-partnered approach to test the effectiveness of ESDM compared to usual early behavioral intervention (EBI) for improving social communication and language in autistic children served by community agencies. This is a hybrid type 1 cluster-randomized controlled trial with 2 conditions: ESDM and EBI. In the intervention group, supervising providers will receive training in ESDM; in the control group, they will continue EBI as usual. We will enroll and randomize 100 supervisors (50 ESDM, 50 EBI) by region. Each supervisor enrolls 3 families of autistic children under age 5 (n = 300) and accompanying behavior technicians (n = 200). The primary outcome is child language and social communication at 6 and 12 months. Secondary outcomes include child adaptive behavior, caregiver use of ESDM strategies, and provider intervention fidelity. Child social motivation and caregiver fidelity will be tested as mediating variables. ESDM implementation determinants will be explored using mixed methods.
Discussion
This study will contribute novel knowledge on ESDM effectiveness, the variables that mediate and moderate child outcomes, and engagement of its mechanisms in community use. We expect results from this trial to increase community availability of this model and access to high-quality intervention for young autistic children, especially those who depend on publicly funded intervention services. Understanding implementation determinants will aid scale-up of effective models within communities.
Trail Registration:
Clinicaltrials.gov identifier number NCT06005285. Registered on August 21, 2023.
Protocol Version: Issue date 6 August 2024; Protocol amendment number: 02
This study focuses on developing an educational application that marries English procedural text materials to microlearning techniques, designed specifically for digital native learners in accordance with the CEFR. It will lay down how to adapt conventional procedural text learning into a form based on microlearning. Using a descriptive case study research design, the study critically explored the processes involved in the design and development of the application, emphasizing strategic reconfigurations to integrate microlearning principles. These reconfigurations include segmenting complex instructional content into bite-sized, manageable learning units made richly interactive and multimedia-infused, which are necessary for addressing the abbreviated attention spans and digital preferences of modern learners. These results indicated that such adaptations were not only learners' engagement and understanding but also very successful in reinforcing language competence according to the CEFR standards. This study was designed to give a holistic frame for educators and developers in the area of effective microlearning materials that fit both educational content, and learning habits and needs of modern, digital-oriented students.Objective: The aims of this study are to explore the processes involved in the design and development of the application, emphasizing strategic reconfigurations to integrate microlearning principles.Methods: This study employed a descriptive case study design to integrate microlearning principles into CEFR-aligned language materials. Using a needs analysis with 22 teachers and 19 students, data collection involved structured interviews and document analysis of prototypes. Thematic analysis identified patterns to guide the redesign process, ensuring materials were user-centered and effective. Ethical protocols, including informed consent and data anonymization, safeguarded participants. This approach highlighted microlearning's impact on enhancing engagement and aligning educational content with CEFR standards.Results: The study demonstrates MaMo's effectiveness in integrating CEFR standards with microlearning principles for procedural text learning. Key features, including simplified micro-competencies, short-duration modules, interactive content, and flexible learning paths, enhanced comprehension and retention. Its genre-based approach, structured into five activities, supported learners in achieving CEFR outcomes, particularly in oral and reading comprehension. The app’s user-friendly design, multimedia integration, and clear objectives fostered learner engagement and autonomy, aligning with the needs of modern learners. These results highlight MaMo as an innovative tool for advancing structured and effective language proficiency.Conclusions: MAMO integrates microlearning principles with CEFR standards to provide an engaging, mastery-based platform for A1 to B2 learners. Its focus on manageable activities, autonomy, and real-world application makes it effective for language skill development, especially for Generation Z learners. Future research could explore advanced proficiency levels, AI-driven personalization, multilingual support, and collaborative tools. Longitudinal and comparative studies could further refine MAMO’s impact, solidifying its role as an innovative tool in language education.
The rapid transformation of Malaysian higher education, prompted by technological advancements and evolving job market demands, highlights the critical need for institutions to adopt microlearning approaches. These microlearning approaches align with the country's Education Blueprint 2015-2025, emphasising lifelong learning and the acquisition of industry-relevant skills. Developing credentials that are outcome-based, personalised, on-demand, secure, and transparent is crucial for ensuring education remains relevant and responsive to both learner and employer needs. This study employed a systematic literature review, adhering to PRISMA guidelines, to identify best practices in developing and implementing microlearning strategies within Malaysian higher education institutions. The review revealed that effective microlearning strategies are characterised by their ability to break down complex subjects into manageable chunks, combat cognitive overload, and enhance knowledge retention. This paper concludes that for Malaysian higher education to remain competitive and adaptable, a strategic emphasis on microlearning is imperative. These strategies not only cater to the dynamic needs of the job market but also align with the lifelong learning objectives outlined in the national education blueprint, thereby preparing graduates for successful careers in the 21st century.
The purpose of this study is to explore the influence of the microlearning instructional approach in an online introductory database programming classroom. The ultimate goal of this study is to inform educators and instructional designers on the design and development of microlearning content that maximizes student learning. Grounded within the frameworks of cognitive theories of learning—Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive, affective theory of learning with media, this exploratory case study collected student assessment data from ten-course topic quizzes and exam scores in midterm and final exams. Additionally, the students' and the course instructor's perceptions while experiencing the microlearning instructional approach were collected and analyzed. As a result, the students scored significantly higher in the course topic quizzes under microlearning instruction compared to the video lectures condition. The students experienced less cognitive load and were more motivated and engaged throughout the learning process under the microlearning instruction. The students also reported some challenges of microlearning instruction, including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed.
Theoretical and practical research conducted on microlearning is reviewed to show the vast extent of its application on various instructional contexts and to help understand its dynamics. Two established theories assumed to be theoretical foundations of microlearning are examined in relation to reinforcement and feedback, two pivotal concepts in learning. Reasons for the dearth of materials on microlearning use in face-to-face or blended instructions compared to the substantial evidence demonstrating its application to other fields are examined. Finally, techniques on microlesson design are suggested based on a recognition of the essential theories in designing language microlessons grounded in theory and research.
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software. We delineate microlearning as a-pragmatic innovation‖ to lifelong learning due to its capability to support flexible learning that can be easily integrated into everyday activities, supporting individual learning aims and needs. First, we explore the concepts of microcontent and microlearning in the context of Web 2.0, social software, eLearning 2.0, personal learning environments, and informal and work-based learning, observing its innovative approaches to lifelong learning and reflecting the needs of current web users. We then identify underlying design principles and distinguish two main aspects of didactical design, i.e. (1) design of microcontent and (2) design of microlearning activities. We continue by presenting the ten key features that we identified to help distinguish microlearning from more traditional eLearning formats, such as web-based trainings, termed-macrolearning‖. Following this overview, we illustrate how microlearning can contribute to lifelong learning by bridging the gap between formal and informal learning and present a case study of a microlearning scenario. We argue that microcontent and microlearning, enhanced by Web 2.0, provide a viable solution to fast-paced and multitask-oriented patterns of learning and working today. Microlearning, aligned with formal learning and embedded in online communities, has the potential to support ongoing professional development.
This study seeks an answer to the question of whether MicroLearning (ML) as another possible developmental shift in e-Leaning is the right way to go, whether it is effective and how it is received by students. The study's authors seek an answer to these questions in this pilot research, which can be perceived as a springboard for further more detailed investigation and options for implementation within the education process. The study provides the results of the pilot ML course applied in the teaching of the subject Computer Architecture and Operating System Basics designed for students in their first year studying at the Department of Information and Communication Technologies at the University of Ostrava's Faculty of Education. This validated course syllabus is based on the original e-learning course, which was transformed into ML format. The described ML course was implemented over a period of one semester. The effectiveness of this course is calculated based on comparing an experimental and a control group of students who have traditional study materials in electronic form. In addition to the results of the research, the authors here give a brief description of the procedure for creating a course and the tools and environment used in creating the course. The study is a preliminary outcome of a two-year investigation looking at the application of ML within the higher education environment in technical and humanities subjects in distance learning and full-time studies.
Mobile microlearning targets a new audience of learners: employees and workers outside of offices, using smartphones for flexible, anywhere, anytime training. The term ‘mobile’ emphasizes that the content is made for small screens of smartphones. According to literature and industry reports, micro-lessons are generally between 30 s and 5 min. While research shows that mobile microlearning is a promising approach, it remains unclear how the current systems have been ‘built’: What are the underlying principles of such platforms? The goal of this study was to explore mobile-microlearning platforms and to unpack their inherent design principles. We applied different methods: First, we reviewed literature in both academic publications and industry reports in two iterative rounds. Second, we conducted interviews with industry professionals, e.g., directors and entrepreneurs of mobile- and micro-learning systems. Results show a set of 15 principles regarding technical issues, pedagogical usability of micro-content interaction and sequenced instructional flow. They can be used to detect issues and challenges in existing mobile platforms and may inform meaningful design principles for future development. The results expose that a more critical eye on the learning design implied in the small-screen platforms is needed e.g., future systems may include learning designs for higher order thinking skills.
The teachers of programming ask often students to develop complete programs in the early stages of the course. This strategy is inadequate for many students because learning programming is a complicated process. Taxonomies of educational objectives, such as Bloom’s and its derivatives can be an excellent source to define and validate proposed educational models developed for teaching programming not only at the introductory programming level at the universities but also for teaching quite complex programming tasks, which require specialized skills and technologies. Several learning approaches and taxonomies from the teaching programming point of view are analyzed in the paper. Subsequently, individual phases of the selected taxonomies are mapped to the interrelated parts of the proposed conceptual model of microlearning framework prepared in the university environment. Finally, their mutual consistency and contribution to the teaching programming theory are discussed.
Mobile Microlearning, a novel fusion form of the mobile Internet, cloud computing, and microlearning, becomes more prevalent in recent years. However, its high deployment and operational costs make energy saving in cloud become a concerning issue. In this paper, to save energy consumption, a resource deployment approach to cloud service provision for Mobile Microlearning is proposed. Chinese Lexical Analysis System and Dynamic Term Frequency-Inverse Document Frequency (D-TF-IDF) are adopted to implement resource classification. Resources are deployed to the 2-tier cloud architecture according to the classification results. Grey Wolf Optimization (GWO) algorithm is used to forecast real-time energy consumption per byte. The simulation results show that, compared to traditional algorithm, the classification accuracy of small sample categories was significantly improved; the forecast energy consumption value and the standard values are 7.67% in private cloud and 2.93% in public cloud; the energy saving reaches 2.22% to 16.23% in 3G and 7.35% to 20.74% in Wi-Fi.
This article is analyzing the meanings of the micro-learning trend, as they have emerged and developed over the last few years. Exploring how the term micro-learning is used to organize and order a set of pedagogical and technological phenomena and concepts in new and interesting ways, it is brought into focus the most popular and widely used learning management platforms that embrace this concept.
Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; Başoğlu & Akdemir, 2010; Kiliçkaya & Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners' opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre-and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants' opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.
The article presents a comprehensive and detailed view of a method for educational microcontent production, obtained as a result of a doctoral thesis presented to the Faculty of Education of the University of Campinas, in the state of São Paulo, Brazil. The method systematizes didactically the practical orientations for producing digital content, to aid training actions aimed at multipliers from the areas of rural extension, technical assistance and technology transfer, with microtrainings through mobile devices. Non-traditional learning-teaching methodologies involve different actors of the educational process in different moments, from the programming of practical activities to the evaluation phase. In the proposed method, all actors participate in the didactic-pedagogical process. As such, apprentices/students and specialist/teachers play an active role, contrarily to traditional distance learning methodologies. The method of production of educational microcontent provides effective contributions for institutions of research, development and innovation (RDI), as the Brazilian Agricultural Research Corporation (Embrapa), owing to the incorporation of concepts and fundaments from continuous formation, in the modality of non-formal education, through microtrainings.