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Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes.

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Summary

Microlearning, an instructional approach delivering bite-sized content, positively impacts learning outcomes across cognitive, behavioral, and affective domains. A new framework aids its effective design for educators and designers.

Keywords:
And corporate sectorConceptual frameworkHigher educationLearning outcomesMicrolearning

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Area of Science:

  • Educational Technology
  • Instructional Design
  • Learning Sciences

Background:

  • Microlearning's popularity is rising in education and corporate sectors.
  • Key aspects like definition, didactics, and impact on learning outcomes require synthesized research.
  • Existing gaps hinder effective microlearning design and outcome optimization.

Purpose of the Study:

  • To synthesize findings on microlearning's definition, didactics, and impact on learning outcomes.
  • To address the need for a structured approach to microlearning instruction design.
  • To propose a novel instructional design framework for microlearning.

Main Methods:

  • Systematic review of 40 relevant studies following PRISMA guidelines.
  • Analysis of learning outcomes categorized by Bloom's Taxonomy.
  • Development of a framework based on established learning theories.

Main Results:

  • Microlearning is defined as an approach delivering targeted, bite-sized content for specific objectives in short durations.
  • Positive impacts on cognitive, behavioral, and affective learning outcomes were identified.
  • A three-component framework (differences, guiding principles, learning outcomes) was proposed.

Conclusions:

  • Microlearning positively influences diverse learning outcomes.
  • The proposed framework integrates microlearning into instruction design effectively.
  • Educators, designers, and policymakers can utilize the framework to enhance microlearning.