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.
TopA Review Of Microlearning Research
First of all, it is interesting to know when exactly did micro learning start? The first use of the term is uncertain. Some people say it first appeared in Hector Correa’s book The Economics of Human Resources in 1963. Others say it was first coined in Austria in 2003 by Research Studios to describe “learning in small steps” (Aharon, 2020). Still, others say it has been around for at least 60 years (Clark, 2016). While eLearning opened the doors to micro learning, short on-demand learning made micro learning inevitable, and technology and mobile devices in the 2000s pushed micro learning to the forefront.
Despite the ambiguity regarding its origin, ML gained an unprecedented popularity through the years. This section reviews research conducted on ML demonstrating how extensively it has been applied on various instructional contexts, implying reasons for its approval.
First conceived as a phenomenon, microlearning has been widely discussed by the pedagogical community and is now recognized as an indispensable element in various spheres of life. Researchers have different views of microlearning. It is often associated with electronic didactics or a new stage of mobile learning development (Hug, 2007) and defined as one of the principles of mobile learning that determines its effectiveness (Marinskaya, 2020). On the other hand, it is sometimes considered a separate pedagogical technology, with its own conceptual foundations, objectives, and techniques with diverse forms and tools for implementation. While it has penetrated the walls of the academy and shown a positive impact, the concept has been widely used in the wider context of both non-formal and life-long education. The following section discusses previous research conducted on how Microlearning has been used to deliver instruction in five distinct areas: in formal as well as informal settings, in the eLearning industry, as a work-based tool, and in other fields of study.
Microlearning in Relation to eLearning
The literature on ML and eLearning is vast. To avoid duplicating previous reviews, this section highlights a few relevant articles; the readers are referred to an extensive summary by Leong et al (2020). ML was found to be a perfect match in the eLearning setup (Buljan, 2021) and useful for assessment of metacognitive monitoring and regulation in learning from multimedia, hypermedia, and educational technology (e.g., Azevedo et al., 2010). Because of its easy access and content-based features, microlearning strategies allow students to retrieve online modules quickly. During the Covid-19 pandemic, microlearning was initially conceived as online support to solve problems like student boredom, weariness, and fatigue due to long hours of online learning (Fitria, 2022). In addition, studies comparing ML effectiveness to eLearning (Javorcik & Polasek, 2019) showed ML instruction is comparable to eLearning, while Giurgiu (2017) described microlearning as a new trend in eLearning that provides content-based learning to support the learning needs of its employees online in new ways. Considering the obstacles associated with adult learning, mobile microlearning acts as an alternative complementary eLearning technique for effective acquisition of language skills (Drakidou et al., 2018). Sanders (2022) reported that microlearning has established itself as one of the top methods in instructional deliveries and material design in the eLearning industry.