Evaluating Microlessons in Asynchronous Learning Through a Novel Instructional Framework

Abstract

Microlessons have existed since the 1960s, but COVID-19 caused a major shift toward online and remote education. Many online platforms, from Khan Academy to massive open online courses (MOOCs) to proprietary systems, transformed overnight with a large increase in enrollment. While some theoreticians and researchers claimed microlessons were unsuitable for all learning, the conceptual framework offers a stark disagreement: All curriculum and instructional planning would benefit from a shift to micro-lessons. The conceptual framework for asynchronous learning stems from educational psychology, resilience, attention span, and social interdependence. The evaluative framework focuses on instructional development as opposed to curricular theory and resources, based upon Coker's methods to improve student learning. Architecture, delivery, and evaluation guide the analysis and planning of instruction.