From MOOCs to Micro Learning Activities

Bothe, Max; Rohloff, Tobias; Meinel, Christoph

doi:10.1109/educon.2019.8725043

Cited by 14 publications

(9 citation statements)

References 18 publications

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“…The articles reported on a range of different technologies to deliver micro-content to students, including social media platforms (e.g. Instagram, Facebook, and WeChat) (Huang et al, 2019;Osaigbovo & Iwegim, 2018;Qi, 2017), web-based and e-learning platforms including MOOCs (Aarabi et al, 2016;Bothe et al, 2019;W. Liu, 2018;Lv et al, 2020;Miaomiao & Lili, 2015;Polasek & Javorcik, 2019a, 2019bSubramaniam & Muniandy, 2019;Wang et al, 2018;Zahirović Suhonjić et al, 2019), smartphone applications (Dingler et al, 2017;Edge et al, 2011Edge et al, , 2012Göschlberger, 2017;Kadhem, 2017;L.…”

Section: Methods For Microlearning Designmentioning

confidence: 99%

“…Finally, an emerging sub-theme identified was the use of personalised recommendation systems (identified in n=6 studies) to support tailored pathways through microlearning materials (Bothe et al, 2019;Edge et al, 2011Edge et al, , 2012Erwen & Wenming, 2017;Hsu & Zhou, 2017;Wen & Zhang, 2015). In these studies, the learning system provides recommendations for microlearning content based on either previous learning history, or other contextual factors such as real-world location.…”

Section: Methods For Microlearning Designmentioning

confidence: 99%

“…There were varying outcomes reported in the studies that utilised some form of personalisation or recommendation to students. Bothe et al (2019) reported that while users were unsure about whether the personalisation of microlearning content had any tangible effect on their learning outcomes, they rated the system positively. Further, Erwen and Wenming (2017) and Wen and Zhang (2015) both reported that students rated positive learning experiences with these personalised microlearning platforms.…”

Section: Methods For Microlearning Designmentioning

confidence: 99%

See 2 more Smart Citations

Microlearning for improved student outcomes in higher education: A scoping review

Shatte¹,

Teague²

2020

Preprint

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This paper aims to synthesise the literature on technology-based microlearning in higher education. Six education, information technology, and interdisciplinary research databases were searched using key terms relating to technology-based microlearning in higher education. Articles were assessed by two reviewers, and data were extracted on the article’s microlearning features, supporting technologies, educational discipline, and outcomes for teaching and learning . Articles were then synthesised via narrative review. Forty papers focusing on the application of technology-based microlearning to higher education were identified. Three keys themes emerged, including: (i) methods for microlearning design and delivery; (ii) the impact of microlearning on objective student outcomes (e.g. academic performance and participation); and (iii) the impact of microlearning on subjective student outcomes (e.g. motivation to learn and user experience of using microlearning technologies). Overall, the application of microlearning to higher education has demonstrated a range of benefits for both objective and subjective student outcomes. With the majority of studies reporting on small-scale studies conducted across various disciplines, it is evident that there is significant room for further research on the application of technology-based microlearning to further understand the nuances of its application in higher education. Combined, the results of the current study collate the existing evidence on the benefits and limitations of microlearning in higher education, and can thus assist educational practitioners in incorporating microlearning content into their own teaching materials.

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Section: Methods For Microlearning Designmentioning

confidence: 99%

Section: Methods For Microlearning Designmentioning

confidence: 99%

Section: Methods For Microlearning Designmentioning

confidence: 99%

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Microlearning for improved student outcomes in higher education: A scoping review

Shatte¹,

Teague²

2020

Preprint

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“…The components of this side of the architecture are the following:  -Microlearning activities: this is the core of the mobile application. Activities may include short videos, readings, or any concise bite-sized information the student can learn (Bothe et al, 2019).…”

Section: Reading Framework Componentsmentioning

confidence: 99%

Designing a Reading Comprehension App Using Design-Based Research Framework

2022

Proceedings of the 20th International Conference on E-Society (ES 2022) and 18th International Conference on Mobile Learning (M

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Microlearning has increased its popularity for course designs in eLearning environments due to short attention spans and time constraints. The objective of this designed-based research is to describe the multiple iterations of design, development, and revision of a general framework for creating a microlearning reading mobile application. First, we present the components from the perspective of users and for the execution of a software architecture that allows a modular approach. Understanding the pedagogical features of mobile learning: personalization, authenticity, and collaboration are included as part of the IPAC framework to create it. This app was developed in different phases: Analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction and final critical reflections.The findings link design-based research (DBR) as a methodology that allows engaging in theory building and development of reading applications. It also reveals engagement in reading skills, satisfactory usability ratings and a rise in students' awareness towards new types of texts.

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“…Other kinds of microlearning materials are brief social media posts [27], short prompts or tests as supplementary instructional resources [28,29], and learning materials chunked into interactive modules [25,30,31]. Moreover, personalized recommendation systems can be applied to tailor-make the microlearning pathways for learners based on their learning history or other contextualized factors like learners' feedback [26,32,33]. As a result of these measures, learners have rated positive learning experiences with personalized microlearning environments.…”

Section: Design and Contentmentioning

confidence: 99%

Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

Garshasbi¹,

Yecies²,

Shen³

2021

STEME

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<p style='text-indent:20px;'>With the rise of the COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels of the education system. Given the transformative power of Artificial Intelligence (AI) and machine learning algorithms, there have been determined attempts through the design and application of intelligent tools to overcome existing challenges in online learning platforms. Accordingly, educational providers and researchers are investigating and developing intelligent online learning environments which share greater commonalities with real-world classroom conditions in order to better meet learners' needs. However, short attention spans and the widespread use of smart devices and social media bring about new e-learning systems known as microlearning (ML). While there has been ample research investigating ML and developing micro-content, pedagogical challenges and a general lack of alternative frameworks, theories and practices still exist. The present models have little to say about the connections between social interaction, including learner–content, learner–instructor and learner–learner communication. This has prompted us to investigate the complementary aspects of Computer-supported Collaborative Learning (CSCL) as an interactive learning model, along with an embedded ML module in the design and development of a comprehensive learning platform. The purpose of this study is to explore the pedagogical frameworks and challenges with reference to interaction and retention in online learning environments, as well as the theoretical and pedagogical foundations of ML and its applications. In addition, we delve into the theories and principles behind CSCL, the main elements in CSCL, identifying the issues and challenges to be faced in improving the efficacy of collaboration processes and outcomes. In short, we aim to synthesize how microlearning and CSCL can be applied as effective modules within a comprehensive online learning platform, thereby offering STEM educators a relevant roadmap towards progress that has yet to be offered in previous studies.</p>

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From MOOCs to Micro Learning Activities

Cited by 14 publications

References 18 publications

Microlearning for improved student outcomes in higher education: A scoping review

Microlearning for improved student outcomes in higher education: A scoping review

Designing a Reading Comprehension App Using Design-Based Research Framework

Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

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