Microlearning Approach Research Articles

The combined effect of a goal-oriented leadership app and leaders’ mindset in optimising training transfer

ABSTRACT Despite extensive investments in workplace learning, the failure to transfer the skills and knowledge acquired during training is common. To improve the transfer of training content to the workplace, scholars and practitioners have shown increased interest in setting up transfer interventions. However, there is limited understanding of how transfer interventions, as a form of self-regulated learning, affect training transfer. Using an experimental study design with leaders (N = 253) and their subordinates (N = 717), the present research examines the effectiveness of a transfer intervention, administered via a web-based app, which employs a goal-oriented microlearning approach to prompt leaders’ self-regulation in the context of leadership training. The use of this app-based transfer intervention by an experimental group is then compared to a waiting control group. Furthermore, this study examines the effects of leaders’ mindset (i.e. leadership self-efficacy and motivation to lead) on training transfer. Results from leader self-reports and subordinate ratings largely support the proposed impact of our app-based transfer intervention and leaders’ mindset on strengthening training transfer.

Assessing the impact of micro-credential training in higher education: A pilot study supporting BA dissertations

Introduction: Micro-credentials, endorsed by the European Union for enhancing lifelong learning and employability, offer targeted, flexible learning experiences. This pilot study investigates the impact of integrating micro-credential training into the BA dissertation process for English Studies students at the University of Extremadura. Methodology: The study involved a two-week, in-person micro-credential course, divided into modules on time management, research techniques, and writing skills, supplemented by pre- and post-training surveys to assess students’ needs and the training’s short-term and long-term impact. Seven fourth-year students participated in the study, providing feedback through surveys. Results: The training improved students’ preparedness, confidence, and motivation. Key areas of development included time management, research skills, and emotional resilience. Students reported sustained benefits, applying the skills and strategies learned throughout their dissertation process. Discussion: Findings highlight the training’s positive short-term and long-term impacts, including increased motivation and practical skill application. However, it identifies areas for improvement, such as more training in citation techniques and writing clarity. Conclusions: Micro-credential training effectively addresses gaps in traditional curricula, enhancing students’ readiness for their BA dissertations. Further research with larger cohorts and diverse disciplines is recommended to generalise the findings and refine the microlearning approach.

Geo Talk Media: Microlearning-Based Innovative Learning Media To Foster Student Interest In Natural Resources Material At The South Malang Nature Laboratory.

One of the innovative learning media that can be applied is learning video. Geo Talk Media is an innovation in education that combines the microlearning approach with multimedia technology by utilising natural resources as a laboratory in South Malang. This research aims to produce microlearning-based video learning media. The main focus of this platform is to foster student learning interest in Natural Resources material, especially those in South Malang. The type of research used is Research and Development (RnD), using the ADDIE development model. The instrument used is an open questionnaire with qualitative descriptive data analysis and a closed questionnaire with quantitative descriptive data analysis. The research subjects were geography teachers and students of class X SMAN 1 Kepanjen. The results showed that the micro-learning approach of Geo Talk learning video media can foster student learning interest in natural resources material in the South Malang laboratory. Proven by the percentage level of 87.12% with very feasible criteria. This research is important because it can overcome the problems that are often found, namely the limited focus of students in understanding the material provided, so that the advantages of this media are effective in helping facilitate student understanding of the material taught with a microlearning approach, and can provide new experiences for students.

Enhancing learning and attitude toward statistics with a microlearning approach using an animated video

Statistics anxiety is a reality among many students that may affect their academic and professional lives. Although there are instructional strategies proven to demonstrate advanced statistical concepts, a method to mitigate statistics anxiety in introductory courses is lacking. This research examines the effectiveness of three interventions used to teach the concept of Levels of Measurement, an introductory topic in statistics: text-based lecture notes, comic strips, and microlearning using a two-minute animated video. This study was conducted over six semesters between Spring 2020 and Fall 2022 in an undergraduate introduction to educational technology course, and 571 students participated. Data collected included students’ attitudes toward statistics measured by the Attitude Toward Statistics scale, a one-word response expressing their attitudes toward statistics before and after the interventions, and pre-and-post tests examining their understanding of the concept. The microlearning groups outperformed the other groups on the post-test, and the ATS scores significantly, indicating that this intervention is more effective in improving students’ learning of the levels of measurement and attitudes toward statistics. Educators can implement microlearning using animated videos in introductory courses to reduce students’ statistics anxiety, thereby facilitating their academic progress.

An exploration of microlearning as continuous professional development for English language teachers: initial findings and insights

ABSTRACT This article reports on a qualitative study conducted at primary schools in Hong Kong exploring the use of microlearning to support the self-directed continuing professional development (CPD) of English language teachers. Microlearning refers to short, concise, and easily consumable segments of learning about a knowledge point or skill. These activities tend to be multimodal and delivered through digital platforms, making them accessible anytime and anywhere. Currently, little is known about teachers’ perceptions of microlearning. To address this gap, we developed and delivered a mobile course that followed a microlearning approach and covered various aspects of digital technologies and English language teaching. Eight primary school English teachers engaged in the course and shared their perceptions of the experience in semi-structured interviews. The findings suggest that they found microlearning to be more enriching and conducive to developing their digital competence than traditional CPD. It allowed them to address their immediate needs, develop practical skills, and integrate technology into their practices. The study provides important insights into the use of microlearning to support self-directed CPD.

Exploring the Potentials of Microlearning in English Language Teaching in Higher Education

Recent trends in language education have demonstrated the dynamic use of technology in accommodating the needs of today’s learners. In relevance to the characteristics of digital natives, there is an urgency to transform teaching and learning practice. One promising approach to this matter is microlearning. Hence, this article aims to conduct a scoping review on the potential of microlearning in English language teaching. By examining twenty published research articles, this study sets two foci: how microlearning is used in digital platforms and how microlearning is addressed in ELT for higher education. This study reveals that microlearning approach is worth exploring to be applied in language pedagogical practices and to accommodate the 21st century English language learners in a post-pandemic context.

The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students

BackgroundDespite the fact that there are few formal trauma training courses for nurses, they play an important role in the care of trauma patients. This study aims to investigate the effect of micro-learning on the knowledge of managing trauma patients and learning satisfaction in nursing students.MethodsThe convenience sampling method was used to enroll 30 final-year nursing students from Alborz University of Medical Sciences in this quasi experimental One-group pretest -posttest design. The educational content was created and repeated 4 times over the course of 36 days using a micro-learning approach through whiteboard animations, video casts, and live videos. MCQ scenario-based exam was used to assess participants’ knowledge of trauma in three phases: pretest, immediately following the intervention, and one month after the end of the educational program. An e-learning satisfaction psychometric questionnaire was used to measure satisfaction.ResultsThe mean knowledge score 1 month after the intervention did not differ significantly from the score immediately after the intervention (p = 1), but there was a significant relationship between the mean knowledge score immediately after the intervention and before that (p = 0.047). Demographic variables and knowledge of trauma management did not differ statistically significant. The majority of students were pleased with how the course was implemented (5.64).ConclusionThe use of micro-learning has a positive effect on the promotion and retention of knowledge of trauma care, as well as increasing nursing students’ satisfaction. Micro-learning is proposed as a new educational approach that can be used as a complementary or as a stand-alone method to convey important educational concepts and increase learner satisfaction.

Student satisfaction with a micro-learning approach in distance translation and interpreting training: an empirical investigation

ABSTRACT The new contexts in higher education, shifting from face-to-face to online scenarios, encourage the application of disruptive methodologies adapted to distance learning. Translation and interpreting (T&I) programmes ideally foster the acquisition of competencies such as self-study, which graduates need to enter a largely freelance and assignment-based labour market. The aim of this study is to describe a micro-learning-based experience delivered at the undergraduate programme in T&I at the University of Granada (Spain), as well as to analyse student satisfaction with the experience. To meet this aim, a survey was conducted among 61 students to evaluate their satisfaction with the course, with distance learning and with the micro-learning methodology on a 1–5 Likert scale. The data were analysed by means of frequency, correlations and stepwise forward regression analysis. The results showed that students were notably satisfied with the methodology proposed but dissatisfied with environmental and interaction issues.

Coffee Chemistry, as Microlearning Content for Public Courses at Universities’ MOOC System, A Preliminary Attempt

An attempt to have a scientific course for the public from higher education institutions was done by preparing a good set of contents for one particular topic of interest, which is also a science topic. Coffee chemistry is the topic chosen and some content was developed, including videos, audio-embedded social media, infographics and motion graphics packed with 8 topics. The choice of coffee amongst many sciences’ topic is considered strategic in bringing science to all audiences of society. Science content must explain nature as the object in wholistic concepts, starting from smaller parts of each division, including chemistry. The microlearning approach is employed in the MOOC platform from The State University of Malang, Indonesia. This also is one of the three main tasks of higher education institutions which can be delivered in the MOOC system.

The influence of user-perceived benefits on the acceptance of microlearning for librarians’ training

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians’ acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians’ training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges.

PROFESSIONAL TRAINING OF BORDER GUARDS IN PROFILING PERSONS

The author of the paper explores the content of the qualification improvement course “Profiling, Interviewing, Identification” implemented in the State Border Guard College of the Republic of Latvia, the questionnaires given to the course participants in order to develop the guidelines for more effective training of border guards in the field of profiling and provides his point of view, taking into account training on profiling delivered in national and international context and level. The paper is aimed to identify the possibilities of improving the border guards’ professional background in performing profiling in line with the current socio-economic, political and migration trends in Europe and in the world. The research was done in the State Border Guard College of the Republic of Latvia and several Central Asia region countries. For this purpose analysis and evaluation of documents, scientific, pedagogical and psychological literature was performed and suggestions for the improvement of border guard training system in the field of profiling were compiled. The author concludes that the current SBGC lecturers` level of proficiency allows to develop and implement any length and content qualification improvement course in the field of profiling. The author recommends to develop a micro-learning approach, namely by creating a variety of short video training materials. Development of profiling methodological instructions at the central level of the State Border Guard would lead to the increase of profiler (border guard) activities efficiency in performing service duties and would allow to operate with profiling related terms, procedures and activities.

Acceptability and Impact of an Educational App (iCare) for Informal Carers Looking After People at Risk of Pressure Ulceration: Mixed Methods Pilot Study.

BackgroundPressure ulcers are areas of skin damage resulting from sustained pressure. Informal carers play a central role in preventing pressure ulcers among older and disabled people living at home. Studies highlight the paucity of pressure ulcer training for informal carers and suggest that pressure ulcer risk is linked to high levels of carer burden.ObjectiveThis pilot study evaluated a smartphone app with a specific focus on pressure ulcer prevention education for informal carers. The app was developed based on the principles of microlearning. The study aimed to explore carer perspectives on the acceptability of the app and determine whether the app increased knowledge and confidence in their caring role.MethodsIn this concurrent mixed methods study, participants completed quantitative questionnaires at baseline and at the end of weeks 2 and 6, which examined caregiving self-efficacy, preparedness for caregiving, caregiver strain, pressure ulcer knowledge, and app acceptability and usability. A subsample of participants participated in a “think aloud” interview in week 1 and semistructured interviews at the end of weeks 2 and 6.ResultsOf the 32 participants, 23 (72%) participants completed the week 2 and 16 (50%) completed the week 6 questionnaires; 66% (21/32) of carers participated in qualitative “think aloud” interviews, and 18 (56%) also participated in semistructured interviews at week 2, and 13 (41%) at week 6. Pressure ulcer knowledge scores significantly changed (F1,6.112=21.624; P=.001) from baseline (mean 37.5; SE 2.926) to the second follow-up (mean 59.72, SE 3.985). Regarding the qualitative data, the theme “I’m more careful now and would react to signs of redness” captured participants’ reflections on the new knowledge they had acquired, the changes they had made to their caring routines, their increased vigilance for signs of skin damage, and their intentions toward the app going forward. There were no significant results pertaining to improved preparedness for caregiving or caregiving self-efficacy or related to the Caregiver Strain Index. Participants reported above average usability scores on a scale of 0 to 100 (mean 69.94, SD 18.108). The app functionality and information quality were also rated relatively high on a scale of 0 to 5 (mean 3.84, SD 0.704 and mean 4.13, SD 0.452, respectively). Overall, 2 themes pertaining to acceptability and usability were identified: “When you’re not used to these things, they take time to get the hang of” and “It’s not a fun app but it is informative.” All participants (n=32, 100%) liked the microlearning approach.ConclusionsThe iCare app offers a promising way to improve informal carers’ pressure ulcer knowledge. However, to better support carers, the findings may reflect the need for future iterations of the app to use more interactive elements and the introduction of gamification and customization based on user preferences.

A Micro-Learning Approach Improves Knowledge among Allergists and Otolaryngologists related to Chronic Rhinosinusitis with Nasal Polyps

Clinicians treating patients with Chronic Rhinosinusitis with Nasal Polyps (CRSwNPs) have varying degrees of understanding new and emerging medical management options, especially endotype-driven biologics, that may improve outcomes and reduce the need for systemic corticosteroids or sinus surgery. This study examined whether online continuing medical education (CME) could improve the knowledge and competence of allergists and otolaryngologists in the management of CRSwNPs.

Case study: Micro-learning and the sex industry

This article interrogates the experience of introducing a micro-learning approach during the COVID pandemic and provides my reflections. It is argued that lectures delivered as micro-learning ‘chunks’ are preferable to traditional lectures in several ways, and that they facilitate rich and innovative seminar classes (Ahearne, 2021a; 2021b). The article concludes that some of the adaptations made during the pandemic should be retained afterwards if they enhance the student learning experience in that area of study.

Feedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-based Microlearning Course.

Feedback delivery and training have not been characterized in the context of academic cancer centres. The purpose of this study was to assess thefeasibility and utilityof amicrolearning coursebased on the R2C2 (Relationship, Reaction, Content, Coaching) feedback model and characterize multidisciplinary healthcare provider (HCP) perspectives on existing feedback practices inan academiccancer centre.FiveHCP (two radiation oncologists, one medical oncologist, and two allied healthprofessionals)with supervisoryroleswere selected by purposive sampling to participate in a prospective longitudinal qualitative study. Each participant completed a web-based multimedia course. Semi-structured one-on-one interviews were conducted with each participant at four time points: pre-and immediatelypost-course, and atone- and three-monthspost course. All participants found the course to betime feasible and completeditin 10-20min.Participants expressed that the course fulfilled their need for feedback training and that its adoption may normalize a feedback culture in the cancer centre. Three themes were identified regarding perceptions of existing feedback practices:(1)hierarchicaland interdisciplinaryrelationshipsmodulatefeedback delivery,(2)interest infeedback deliveryvariesby duration of the supervisory relationship, and(3)the transactionalityofsupervisor-traineerelationshipsinfluencesfeedback delivery. This study demonstrates the perceived feasibility and utility of a digital microlearning approach for development of feedback competencies in an academic cancer centre, perceptions of cultural barriers to feedback delivery, and the need for organizational commitment to developing a feedback culture.

Integrating micro-learning content in traditional e-learning platforms

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.

E-Learning in Pharmacovigilance: An Evaluation of Microlearning-Based Modules Developed by Uppsala Monitoring Centre.

IntroductionAn increasing global need for pharmacovigilance training cannot be met with classroom courses alone. Several e-learning modules have been developed by Uppsala Monitoring Centre (UMC). With distance learners and technological challenges such as poor internet bandwidth to be considered, UMC opted for the microlearning approach based on small learning units connected to specific learning objectives. The aim of this study was to evaluate how this e-learning course was received.MethodsThe course was evaluated through usage data and the results of two user surveys, one for modules 1–4, signal detection and causality assessment, and the other for module 5, statistical reasoning and algorithms in pharmacovigilance. The evaluation model used was based on the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire was developed, divided into demographic profile, performance expectancy, effort expectancy, educational compatibility and behavioural intention. The two surveys were disseminated to 2067 learners for modules 1–4 and 1685 learners for module 5.ResultsLearners from 137 countries participated, predominantly from industry (36.6%), national pharmacovigilance centres (22.6%) and academia (16.3%). The overall satisfaction level was very high for all modules, with over 90% of the learners rating it as either ‘excellent’ or ‘good’. The majority were satisfied with the learning platform, the course content and the lesson duration. Most learners thought they would be able to apply the knowledge in practice. Almost 100% of the learners would recommend the modules to others and would also study future modules. Suggested improvements were an interactive forum, more practical examples in the lessons and practical exercises.ConclusionThis e-learning course in pharmacovigilance based on microlearning was well received with a global coverage among relevant professional disciplines.Electronic supplementary materialThe online version of this article (10.1007/s40264-020-00981-w) contains supplementary material, which is available to authorized users.

Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach

the development of a mangrove ecology self-learning application integrates the advantages of mobile-based learning and the benefits of micro-learning into the virtual learning of mangrove ecology. The system was designed based on a case study in the Leeled mangrove forest, Thailand and encour-ages young learners to understand the value of mangrove forests, and to help to preserve them. The system developed uses a virtual learning environment and accommodates young learner’s behaviours, favouring micro-learning with the content organized into the learning units which take a maximum of 15 minutes to complete. The application therefore allows the learning to be integrated into the learners’ daily activities and can contribute to their life-long learning. It allows learners to conduct self-learning and gain experience from performance in a virtual environment which simulates a real mangrove forest. This approach is better suited to the needs of present day young peo-ple than traditional approaches to environmental education.

Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

ABSTRACTDigital technologies provide opportunities for enhancing teaching, learning and teacher professional development (TPD). Some TPD courses can now be learned online and require trainees to conduct self-regulated learning (SRL). The revised Self-Regulated Learning Model (RSRLM) defines seven components of self-regulation: motivation, engagement, forethought, performance, reflection, monitoring, and management. This study examined self-regulated learning processes, strategies and challenges in the context of a micro-learning, blended TPD course for ICT leaders, aimed to expose them to advanced pedagogical-technological knowledge and practices. The participants were 172 Israeli ICT school leaders. Data collection through a multiple-choice and open-ended questionnaire was followed-up by semi-structured interviews with 13 of the participants. The coding (n = 953) revealed all seven components of the RSRLM model. In addition, bottom-up coding revealed characteristics of cognitive (n = 323) and emotional perceived learning (n = 405). Finally, multiple regression analysis explained 16.2% of variance in TPD achievement by seniority in teaching, seniority in teacher training, and cognitive perceived learning. In addition, cognitive and emotional perceived learning explained 48.4% of variance in willingness to participate in future TPD courses using the micro-learning approach. We discuss the implications of the findings for SRL theory, the perceived learning framework, and the practice of TPD.

Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes?

ABSTRACT The quality of continuing medical education (CME) is frequently measured using the Moore’s Level of Outcome framework, with higher-level outcomes (5 and above) perceived as more valuable than lower-level outcomes (such as Level 3 – knowledge). Higher-level outcomes require more rigorous evaluation, increasing the time requirements of an interaction; however, there is a trend among adult learners towards a preference for shorter, more informal education such as microlearning. This allows for greater reach but prevents outcome evaluation to higher levels. We explored the utility of combining microlearning with more traditional eLearning formats (“microlearning programme”) to increase participation while retaining the ability to measure knowledge- and competence-level outcomes. Comparing two recent programmes with similar content run previously (“comparator programmes”), we identified a slight improvement in completion of evaluation activities associated with the microlearning programme. However, the significant reach microlearning affords presents a clear need to bridge the gap between participation and evaluation. Considering these two cases, we concluded that future microlearning initiatives should incorporate evaluation at the point of education, providing a combination of microlearning and microevaluation to drive knowledge gain in a form that is measurable in terms of educational outcomes.