Microlearning Strategy Design Features in Educational Settings: A Systematic Review
DOI:
https://doi.org/10.5944/ried.26.1.34056Keywords:
Microlearning, Electronic learning, Multimedia instruction, Instructional Design, Learning modules, Literature reviewAbstract
Microlearning (ML) as a training strategy has been used in different areas due to the format it offers based on short-duration contents arranged in a learning path adaptable to each position, role, or particular need. Taking these characteristics into consideration, this paper identifies the main advantages and disadvantages of the use of ML, the design characteristics that prevail in the development of learning contents with this format, and the areas of knowledge in which it has had greatest impact. For this, literature was systematically reviewed using a protocol which covers research published between 2018 and 2021, identified through Scopus and Web of Science. The data collected was subject to a filtering process with a content analysis according to selection criteria and the research questions. It is concluded that some of the main advantages of the ML are: (i) it provides an agile strategy for professional training, (ii) it is useful in the development of introductory or basic topics, and (iii) it can reduce the cognitive load. The main disadvantage is its limited contribution to the development of more complex topics or skills, and the lack of peer interaction strategies. In respect of the studies analyzed, it was found that the areas of knowledge that have explored ML to a greater extent have been health, education, and engineering (computer science). Finally, regarding the design characteristics that prevail in the development of ML content, we highlight a structure based on introduction, microcontent, and questions, placing great importance on educational videos.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/34056/26884
Downloads
References
Allela, M. A. (2021). Introduction to Microlearning Course. Commonwealth of Learning. Canadá. https://oasis.col.org/colserver/api/core/bitstreams/07d80b84-b502-4ed4-8f9f-1504d4613084/content
Allela, M. A., Ogange, B. O., Junaid, M. I., y Charles, P. B. (2020). Effectiveness of Multimodal Microlearning for In-Service Teacher Training. Journal of Learning for Development, 7(3), 384-398. https://doi.org/10.56059/jl4d.v7i3.387
Arnab, S., Walaszczyk, L., Lewis, M., Kernaghan-Andrews, S., Loizou, M., Masters, A., Calderwood, J., y Clarke, S. (2021). Designing Mini-Games as Micro-Learning Resources for Professional Development in Multi-Cultural Organisations. Electronic Journal of E-Learning: EJEL, 19(2), 44-58. https://doi.org/10.34190/ejel.19.2.2141
Bannister, J., Neve, M., y Kolanko, C. (2020). Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes? Journal of European CME, 9(1), 1834761-1834761. https://doi.org/10.1080/21614083.2020.1834761
Chai-Arayalert, S., y Puttinaovarat, S. (2020). Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach. International Journal of Emerging Technologies in Learning (IJET), 15(11), 29-41. https://doi.org/10.3991/ijet.v15i11.12585
Crespo Miguel, M., y Sánchez-Saus Laserna, M. M. (2020). Píldoras formativas para la mejora educativa universitaria: El caso del Trabajo de Fin de Grado en el Grado de Lingüística y Lenguas Aplicadas de la Universidad de Cádiz. Education in the Knowledge Society (EKS). https://doi.org/10.14201/eks.22370
De Medeiros, L. F., Kolbe Junior, A., y Moser, A. (2019). A Cognitive Assistant that Uses Small Talk in Tutoring Conversation. International Journal of Emerging Technologies in Learning, 14(11), 138-159. https://doi.org/10.3991/ijet.v14i11.10288
Díaz Redondo, R. P., Caeiro Rodríguez, M., López Escobar, J. J., y Fernández Vilas, A. (2020). Integrating micro-learning content in traditional e-learning platforms. Multimedia Tools and Applications, 80(2), 3121-3151. https://doi.org/10.1007/s11042-020-09523-z
Emerson, L. C., y Berge, Z. L. (2018). Microlearning: Knowledge management applications and competency-based training in the workplace. UMBC Faculty Collection. 10(2), 125-132. https://doi.org/10.34105/j.kmel.2018.10.008
Ferreira González, I., Urrútia, G., y Alonso-Coello, P. (2011). Revisiones sistemáticas y metaanálisis: Bases conceptuales e interpretación. Revista Española de Cardiología, 64(8), 688-696. https://doi.org/10.1016/j.recesp.2011.03.029
García-Peñalvo, F. J. (2022). Desarrollo de estados de la cuestión robustos: Revisiones Sistemáticas de Literatura. Education in the Knowledge Society (EKS), 23, e28600-e28600. https://doi.org/10.14201/eks.28600
Gerbaudo, R., Gaspar, R., y Gonçalves Lins, R. (2021). Novel online video model for learning information technology based on micro learning and multimedia micro content. Education and Information Technologies, 26(5), 5637-5665. https://doi.org/10.1007/s10639-021-10537-9
Gkevrou, M., y Stamovlasis, D. (2022). Illustration of a Software-Aided Content Analysis Methodology Applied to Educational Research. Education Sciences, 12(5), 328. https://doi.org/10.3390/educsci12050328
Göschlberger, B., Brandstetter, C., y Dopler, F. (2019). Co-Creation of Micro-Content Types. IxD&A, 42, 93-110. https://doi.org/10.55612/s-5002-042-005
Govender, K. K., y Madden, M. (2020). The effectiveness of micro-learning in retail banking. South African Journal of Higher Education, 34(2), 74-94. https://doi.org/10.20853/34-2-3733
Gross, B., Rusin, L., Kiesewetter, J., Zottmann, J. M., Fischer, M. R., Prückner, S., y Zech, A. (2019). Microlearning for patient safety: Crew resource management training in 15-minutes. PLOS ONE, 14(3), e0213178. https://doi.org/10.1371/journal.pone.0213178
Hegerius, A., Caduff-Janosa, P., Savage, R., y Ellenius, J. (2020). E‑Learning in Pharmacovigilance: An Evaluation of Microlearning‑Based Modules Developed by Uppsala Monitoring Centre. Drug Safety: An International Journal of Medical Toxicology and Drug Experience, 43(11), 1171-1180. https://doi.org/10.1007/s40264-020-00981-w
Heydari, S., Adibi, P., Omid, A., y Yamani, N. (2019). Preferences of the medical faculty members for electronic faculty development programs (e-FDP): A qualitative study. Advances in Medical Education and Practice, 10, 515-526. https://doi.org/10.2147/AMEP.S205306
Isba, R., Rousseva, C., Woolf, K., y Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The Healthcare Education Micro Learning Environment Measure (HEMLEM). BMC Medical Education, 20(1), 110-110. https://doi.org/10.1186/s12909-020-01996-8
Jahnke, I., Lee, Y.-M., Pham, M., He, H., y Austin, L. (2020). Unpacking the Inherent Design Principles of Mobile Microlearning. Technology, Knowledge and Learning, 25(3), 585-619. https://doi.org/10.1007/s10758-019-09413-w
Lee, Y.-M., Jahnke, I., y Austin, L. (2021). Mobile microlearning design and effects on learning efficacy and learner experience. Educational Technology Research and Development, 69(2), 885-915. https://doi.org/10.1007/s11423-020-09931-w
Monturo, C. A., y Brockway, C. (2019). Micro-Learning: An Innovative Strategy to Cultivate a Spirit of Inquiry, Step Zero. Worldviews on Evidence-Based Nursing, 16(5), 416-417. https://doi.org/10.1111/wvn.12373
Nikou, S. A., y Economides, A. A. (2018). Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269-278. https://doi.org/10.1111/jcal.12240
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
Palmon, I., Brown, C. S., Highet, A., Kulick, A. A., Barrett, M. E., Cassidy, D. E., Herman, A. E., Gomez-Rexrode, A. E., O’Reggio, R., Sonnenday, C., Waits, S. A., y Wakam, G. K. (2021). Microlearning and Social Media: A Novel Approach to Video-Based Learning and Surgical Education. Journal of Graduate Medical Education, 13(3), 323-326. https://doi.org/10.4300/JGME-D-20-01562.1
Park, Y., y Kim, Y. (2018). A design and Development of micro-Learning Content in e-Learning System. International Journal on Advanced Science, Engineering and Information Technology, 8(1), 56-61. https://doi.org/10.18517/ijaseit.8.1.2698
Prior Filipe, H., Paton, M., Tipping, J., Schneeweiss, S., y Mack, H. G. (2020). Microlearning to improve CPD learning objectives. The Clinical Teacher, 17(6), 695-699. https://doi.org/10.1111/tct.13208
Puah, S., Bin Mohmad Khalid, M. I. S., Looi, C. K., y Khor, E. T. (2022). Investigating working adults’ intentions to participate in microlearning using the decomposed theory of planned behaviour. British Journal of Educational Technology, 53(2), 367-390. https://doi.org/10.1111/bjet.13170
Qian, Q., Yan, Y., Xue, F., Lin, J., Zhang, F., y Zhao, J. (2021). Coronavirus Disease 2019 (COVID-19) Learning Online: A Flipped Classroom Based on Micro-Learning Combined with Case-Based Learning in Undergraduate Medical Students. Advances in Medical Education and Practice, 12, 835-842. https://doi.org/10.2147/AMEP.S294980
Shail, M. S. (2019). Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature. Curēus (Palo Alto, CA), 11(8), e5307-e5307. https://doi.org/10.7759/cureus.5307
Skalka, J., y Drlik, M. (2020). Automated Assessment and Microlearning Units as Predictors of At-Risk Students and Students’ Outcomes in the Introductory Programming Courses. Applied Sciences, 10(13), 4566. https://doi.org/10.3390/app10134566
Skalka, J., Drlik, M., Benko, L., Kapusta, J., Rodríguez del Pino, J. C., Smyrnova-Trybulska, E., Stolinska, A., Svec, P., y Turcinek, P. (2021). Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment. Sustainability (Basel, Switzerland), 13(6), 3293-. https://doi.org/10.3390/su13063293
Sommer, M., Ritzhaupt, A. D., Muller, K. E., y Glueck, D. H. (2019). Transformation of a Face-to-Face Workshop into a Massive Open Online Course (MOOC): A Design and Development Case. Journal of Formative Design in Learning, 3(2), 97-110. https://doi.org/10.1007/s41686-019-00037-y
Sun, G., Cui, T., Yong, J., Shen, J., y Chen, S. (2018). MLaaS: A Cloud-Based System for Delivering Adaptive Micro Learning in Mobile MOOC Learning. IEEE Transactions on Services Computing, 11(2), 292-305. https://doi.org/10.1109/TSC.2015.2473854
Tennyson, C. D., Smallheer, B. A., y De Gagne, J. C. (2022). Microlearning Strategies in Nurse Practitioner Education. Nurse Educator, 47(1), 2-3. https://doi.org/10.1097/NNE.0000000000001083
Triana, A. J., White-Dzuro, C. G., Siktberg, J., Fowler, B. D., y Miller, B. (2021). Quiz-Based Microlearning at Scale: A Rapid Educational Response to COVID-19. Medical Science Educator, 31(6), 1731-1733. https://doi.org/10.1007/s40670-021-01406-8
Wang, T., Towey, D., Ng, R. Y., y Gill, A. S. (2021). Towards Post-pandemic Transformative Teaching and Learning: Case Studies of Microlearning Implementations in two Post-secondary Educational Institutions. SN Computer Science, 2(4), 271-271. https://doi.org/10.1007/s42979-021-00663-z
Zarshenas, L., Saranjam, E., Mehrabi, M., y Setoodeh, G. (2020). Microlearning and Gamification in Anxiety Management among girl adolescents in Iran: An interventional study. Pak. J. Med. Health Sci, 2020
Zhang, J., y West, R. E. (2019). Designing Microlearning Instruction for Professional Development Through a Competency Based Approach. TechTrends, 64(2), 310-318. https://doi.org/10.1007/s11528-019-00449-4
Zheng, Y. (2021). Research on Data Retrieval Algorithm of English Microlearning Teaching Based on Wireless Network Information Classification. Journal of Sensors, 2021, 1-10. https://doi.org/10.1155/2021/4485965
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Viviana Betancur Chicué, Ana García-Valcárcel Muñoz-Repiso
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
