Enhancing Classroom Learning: Exploring the Synergy of Microlearning and the Community of Inquiry

Abstract

Microlearning has emerged as a promising approach to enhance learning experiences, providing learners with bite-sized, targeted content that can be consumed in short periods of time. However, the effective implementation of microlearning in the classroom requires a deeper understanding of the underlying pedagogical frameworks. This conceptual paper explores the integration of microlearning with the theory of Community of Inquiry, aiming to leverage the benefits of both approaches. By examining the principles and elements of the Community of Inquiry theory, this study investigates how microlearning can be effectively incorporated within a collaborative and interactive learning environment. The paper highlights the potential of microlearning to foster cognitive presence, social presence, and teaching presence, contributing to the development of a vibrant learning community. Additionally, it explores the role of instructional strategies in supporting the integration of microlearning and the Community of Inquiry framework. The findings of this conceptual analysis provide insights into the synergistic relationship between microlearning and the theory of Community of Inquiry, offering educators a foundation to design and implement effective microlearning experiences within their classrooms.