Canadian Journal of Educational and Social Studies

Vol. 3(2), 2023, pp. 45-62

Microlearning As a Learning Tool for Teaching and Learning in

Acquiring Language: Applications, Advantages, And Influences
on the Language

Zanyar Nathir Ghafar1 & Sana Tahir Abdullkarim2 & Lanya Mahmud Mhamad3 & Rezhin
Abubakr Kareem4 & Pshtewan Awat Rasul5 & Tablo Ibrahim Mahmud6

1,2,3,4,5,6
ESP Department, National Institute of Technology, Sulaymaniyah, Kurdistan Region, Iraq
Correspondence: Zanyar Nathir Ghafar, National Institute of Technology, Sulaymaniyah,
Kurdistan Region, Iraq
Email: [email protected]

DOI: 10.53103/cjess.v3i2.127

Abstract

This article discusses microlearning, including its uses, benefits, and limitations. The analysis
shows that gamification, infographics, videos, apps, and social media may all be leveraged to
provide microlearning. The advantages of microlearning, which allow lessons to be given in a little
length of time, are supported by several researchers. It is accessible at any time and from anywhere.
Microlearning is flexible enough to support several learning modalities and may be tailored to each
student's requirements. By making it accessible, teachers may allow students to choose succinct,
necessary, desired, and relevant information. Using microlearning increases student comprehension
and retention. When lessons are broken down into digestible pieces, students and teachers are more
likely to remember what they learned. It is also easier for teachers to update material and be aware
of learning goals. Complex or challenging subjects do not lend themselves well to microlearning,
and in-depth explanation is required. The learning process' objectives determine the teaching
approach. If the material is provided to students in little parts, they may not be able to understand it
completely. It is required teachers to develop their lesson plans. However, not all teachers have the
time or funds to develop curricula. Microlearning strategies are influenced by various elements,
including how instructors employ digital technology, the qualities of each student, and outside
variables, like how easily accessible learning resources are.

Keywords: Instructions, Micro-Learning, Teaching, Learning, Technology

Introduction

Numerous institutions and organizations have embraced online schooling due to

the Covid-19 virus's transmission to almost every country (Fitria et al., 2022). The
concentration and attention of the students during study time are among the numerous
difficulties in implementing this online learning. Of course, it is not realistic to have online
Microlearning As a Learning Tool for Teaching and Learning 46

knowledge last the same amount of time as in-person instruction since, in addition to being
more expensive, students' attention spans may suffer due to boredom and weariness after
lengthy lecture periods. The learning process is not always optimized by e-learning;
sometimes, some learning process objectives are not reached. Many alerts from social
media, online gaming, or other distractions might easily keep some students from using e-
learning systems in their studies (Fitria, 2022). Because so many distractions can cause
students to lose focus while studying, trying to present E-substance learning or information
becomes a complicated problem that must be solved. Making a strategy to give students
enough engaging material that is yet simple to grasp is one method to solve this difficulty.
According to Fitria (2020), training participants in different businesses and government
agencies also reported experiencing a decline in concentration, motivation, and attention
during online learning. These factors have led to a search for answers to the issue of pupils'
shifting attention and lack of concentration. Microlearning is one of these remedies, and
Hector Correa first proposed it in (1963). He discusses human resource economics in his
book. This phrase was first used since the introduction of online education, and
microlearning has gained popularity. As a result, many businesses, organizations, and
governmental agencies have adopted this learning strategy since it is thought to speed up
and facilitate student assimilation of the material. Microlearning, a novel approach
anticipated to assist students in achieving their learning objectives in online learning, has
just come to light. Microlearning may be understood as learning activities on tiny scales
since it comprises the terms "learning" and "Micro/Micro," which refer to small-scale
activities that break up large amounts of learning material into manageable chunks. The
approach of microlearning is used. According to Biech (2018), microlearning is a strategy
that is becoming more and more common for delivering focused, brief material to learners
who choose what and when they study. The assertion that microlearning is one of the
newest developments in the eLearning sector is backed by Badrul et al. (2021).
Microlearning is one of the innovative teaching strategies that use digital technology,
according to Sozmen (2022). It entails developing quick-to-understand training materials
in bite-size formats. A technique called microlearning exposes students to little snippets of
material that they may access at any time. A brief virtual lecture with group discussion, an
infographic, or a movie may all be considered forms of microlearning. "Microlearning"
refers to various learning approaches rather than an organized idea (Hug, 2007).
According to Simonson et al. (2018), "micro-learning" is a methodology that
emphasizes learning in short bursts and is supported by various platforms. Microlearning
delivers brief teaching tools that are conveniently available via mobile devices and often
last just a few minutes (Palmer & Blake, 2018). Micro-Learning (ML) has been
emphasized as an effective learning strategy for some learning phenomena (Khong &
Kabilan, 2020). Microlearning has been identified as an effective technique for workplace
education (Leong et al., 2020). Microlearning is becoming more popular since it is simple
47 Canadian Journal of Educational and Social Studies

to implement and can be provided in many formats. This benefits folk who need to acquire
new knowledge but are short on time. Microlearning is a low-cost learning approach that
may be used with other teaching strategies. This learning aims to convey knowledge so
individuals can remember and use it daily. Although microlearning is not a new idea, it
has often been implemented into the classroom activities, such as in the creation of blended
learning. Instruction is provided in typical classroom settings with microlearning to help
retain memory in blended learning. Mini-learning, micro-courses, infographics,
instructional videos, motion graphics, and other tools supplement microlearning.
Microlearning use has grown with technological advancement, as has navigation among
device users. The device's ability to discover documents, labels, connections and rapid
views simplifies microlearning. Students may now access information and educational
materials whenever and wherever they choose. The explanation mentioned above piqued
the scientist's curiosity in microlearning. This research investigates the advantages and
disadvantages of incorporating microlearning into education and learning.

Literature Review

This section discusses the many types of microlearning, including long-duration

learning and microlearning, and the features of microlearning media and their applications
in the classroom.

Short-Term Learning Via Microlearning

One of the learning techniques that take less time is microlearning. For this reason,
short-term learning is often used to describe microlearning or microteaching. There is no
accepted definition of microlearning. However, with this knowledge, we may comprehend
the general idea behind this approach. Microlearning is a learning strategy used by
instructors that is more condensed. Microlearning is a technique for short-term learning,
to put it simply. Short-term learning activities and relatively tiny learning units are the
focus of microlearning. This phrase refers to the learning process in a media-mediated
environment and is used in e-learning and related domains. Microlearning is a
comprehensive approach to education abilities related to brief learning units. It
incorporates a short-term concentration technique for skill-based education focused on
understanding and learning. As a result, the time needed to locate certain concepts and
contents may be reduced. Micro-learning enables real-time access to similar information,
images, and videos in mobile settings (Park & Kim, 2018).
According to Rafli and Adri (2022), microlearning is a type of instruction
instructors use in a condensed manner. Microlearning may be defined as techniques of
short-term learning. With the help of students, instructors may provide relevant
Microlearning As a Learning Tool for Teaching and Learning 48

information using a variety of mediums, such as text, multimedia, and others, that can be
quickly followed by some examples of microlearning materials or microlearning 1) Text.
You may use this material to extract concise paragraphs that are simple enough for kids to
grasp. 2) Pictures: Pictures used as images may be considered fact and serve as an example.
3) Film: a quick instructional video that includes a lesson's subject or how-to instructions.
Educational organizations like universities and schools typically host microlearning, but
businesses may also host it. There are currently many topics and ideas for microlearning,
so learning doesn't have to need a lengthy education. However, microlearning may also be
used as a quick learning technique. Microlearning techniques aim to retain a small quantity
of knowledge quickly. This is distinct from conventional learning strategies, which require
ingesting much knowledge simultaneously. Because it makes it easier for us to recall
knowledge, microlearning is more effective. We are encouraged to investigate and apply
our information in this kind of learning, which may lead to developing previously
undeveloped abilities and knowledge. Microlearning allows us to do more activities in less
time and be more productive.
Online courses, training, seminars, workshops, and other types of short-term
learning are examples of micro-learning (Fitria, Simbolon et al., 2022). As a result of our
familiarity with and frequent participation in the brief event, we are aware of how the
concepts of micro-learning might be applied to a straightforward procedure. Most of the
time, this learning is finished in a few days or even hours. As further confirmation that we
have acquired the ability or information related to the lesson's subject matter, we
sometimes get certificates for quick tasks. Educational institutions often conduct
Microlearning schools and universities, but businesses may also run it. Today, various
topics and ideas for micro-learning may be discovered so that learning does not necessarily
need a lengthy education but can instead use micro-learning as a quick learning technique.
With microlearning, lengthy learning materials are delivered in brief movies that
last one to three minutes or even as an infographic on a single page. In order to make the
material simple to understand and retain, this is done to lessen pupils' cognitive overload.
A presentation with a microlearning method creates the kind of knowledge that is
condensed, useful, and accessible whenever and wherever it is required. For four reasons,
microlearning is considered to be able to increase the effectiveness of the e-learning
learning process. 1). Learning materials are sized extremely tiny (Bite-sized). A brief
presentation of the subject is simpler since distractions outside the learning setting may
readily divert students' attention while learning. 2) Particular. Due to its compact size, the
material is not entirely composed of theory but instead pairs an approach with a practice
or example that addresses a common issue. 3) Fast. Short material will be presented,
resulting in rapid learning, allowing a learning object to be accessible on a smartphone and
comprehended quickly. So that they won't be drawn to activities that aren't related to
learning. 4) Modifying Needs and Conditions. It is possible to construct learning objects
49 Canadian Journal of Educational and Social Studies

whenever necessary, which makes it simpler for students to locate and reaccess the
material. Learning material may be made simpler to grasp and more easily remembered
with the help of microlearning (Maria & Anna, 2022).
The antithesis of microlearning, long-duration learning involves pupils following
a drawn-out and strict learning process. For instance, seminars, workshops, or training
need 24 to 960 lesson hours. By condensing a variety of abilities into a single substantial
task, long-term training strives to provide students with multiple competencies. Boredom
and tiredness, mainly while learning, are the effects that learners experience most readily.
Additionally, this effect causes individuals to lose focus while learning the covered
subjects, particularly when required training or assignments are involved. Although they
were physically present in the classroom, the knowledge construction that the students
created was different. The efficacy of the material's absorption may provide poor
outcomes. It won't take long for media like YouTube, Facebook, Tik Tok, and similar
platforms to replace this extensive study and training. For instance, I have no idea how
many computer installation or cooking lessons we have completed after watching 5
minutes of YouTube. This results in cookery and introductory computer courses starting
to run out of students. For the record, the platform does not take the role of this regular
course; instead, the platform's content and user experience do. The quality of the
information offered is more important than the platform type regarding microlearning.

Traits of an Effective Microlearning Environment

Nevertheless, each way of learning must have its own set of features, and
microlearning is a technique of education with its own set of qualities compared to other
learning methods. The following is a list of markers that are associated with microlearning:
1. More swiftly generated and distributed learning resources. The fact that the
information is given in small, manageable study units is one of the advantages of
microlearning. A compact study unit will reduce the time needed to create teaching
materials. To make learning materials, courses, or training, teachers may prepare hundreds
of learning units using this microlearning technique. These units are then merged into a
single coherent teaching resource. It is easier to make essential modifications and updates
with small study units. Developing instructional materials for the microlearning technique
is more challenging than simply breaking up more considerable teaching resources and
segmenting them into smaller learning units. If this is done, the integrity of the learning
unit will be jeopardized, if not wholly destroyed, depriving students of the whole learning
experience. Each learning unit must have a broad subject of discussion and be able to stand
alone to be classified as microlearning. In other words, a single learning unit may serve as
a standalone instructional resource.
2. The price of producing educational materials is lower. Because it only needs
Microlearning As a Learning Tool for Teaching and Learning 50

fewer resources to develop learning materials, creating online lectures or training using the
microlearning approach is less expensive.
3. Almost all themes and learning resources are covered. The micro-learning
approach may offer various learning materials and course subjects, particularly those that
teach technical and non-technical skills. It is possible to offer material that covers a wide
range of topics by breaking it into many concise instructional units. The only content that
does not work well with this microlearning approach deals with a narrow, intricate,
complicated issue with in-depth discussion.
4. The learning process seems more participatory in the participants' eyes. Students
become aware because the learning contents are presented succinctly using various
learning media and because questions, quizzes, and quick tests may be incorporated into
the learning materials' presentations. Some students even compare this microlearning
approach to opening social media programmes on their cell phones. It takes a few seconds
to listen to brief study units in microlearning classes, such as a glance at social media.
5. Learning content that is simple to recall. According to research, learning
materials that are brief and easy to remember are more memorable. Students find it simpler
to repeat sections of the content that they haven't yet grasped since it is short. Because it is
kept brief, the subject matter for the microlearning approach is ideal.
6. Learning resources may be used in many ways. Students may better manage
their study time when learning resources are presented straightforwardly. Students may
quickly download video files and store them on a mobile device or computer to study
offline or offline if the course content is in video format.
7. The number of participants. Microlearning typically has 5 to 10 participants, a
minimal number of individuals. The time needed to complete this learning is also relatively
brief; it might take minutes, hours, or even days. The learning goals must be met, given
the limited time available. Limiting participation is one technique to ensure that all
participants get enough attention from the material provider and that learning goals are
successfully met.
8. Time is short. The topic or material being taught is also affected by time
constraints, making the best material necessary to choose. Additionally, unlike long-term
learning techniques that may be switched up or employ different teaching components, the
teaching components that have been produced are likewise restricted. In order to make the
most of the limited time available to optimize learning to accomplish the objective, one
must possess the knowledge of the material provider.

Variations of Microlearning Used in Instruction

Students get little information from the material presented in some formats via
games, exams, and quizzes, such as text, photos, videos, and audio. This kind of learning
51 Canadian Journal of Educational and Social Studies

is called microlearning (Kulhanek & Mandato, 2022). As a result, this kind of learning,
known as microlearning, may be presented in various ways, including video, audio,
picture, or text. The use of video in microlearning is becoming more popular and is seen
as an efficient teaching method by many. Nevertheless, other types of content may be
consumed in this manner than video. E-learning, video games, blogs, podcasts,
infographics, and different types of visual content are a few more examples. The next step
is to choose the media most suitable for the circumstance and the particular educational
requirements. For instance, when looking for knowledge concerning the origin of the
cosmos and how it was put together. If we were only to read a book about how the cosmos
came to be, we would learn:
1. Videos: Videos are watched by internet users all around the globe, whether on
the YouTube platform or via streaming services like Netflix or other similar services.
However, only a subset of the videos is accessible via the Microlearning platform.
Microlearning videos are often presented in one of two formats: the first is a Video
Explainer, such as the one seen above called "What If," and the second is a Motion
Graphics format. Videos intended for microlearning are typically short and conveyed using
straightforward language. In other cases, the scenario will be a picture with some
commentary. Videos are designed to be entertaining, but they also have the potential to
have an educational influence on the viewers' understanding. Learners can maintain
concentration since the videos have short durations and tiny file sizes, making it simple for
them to be distributed to their peers.
2. The learning application discussed in the microlearning media has navigational
elements to make studying easier for pupils. Learning microcontent is also included in the
application. The instructions for working on, reading, and completing tasks related to the
subject matter are examined to show how the learning principle under investigation may
be implemented.
3. Game elements. Microlearning, often known as gamification, is quite similar to
traditional learning programmes, with the critical difference being that the learning goals
are masked as game-like activities. The score that students end up with is more of an
accomplishment than anything else, and it does not always come from following the
traditional scoring standards based on measurement theory. This gamification encourages
students to participate in more learning activities by providing more enjoyable approaches.
One example of this kind of gamification is similar to how each correct response may vary
individually, even if the final results are identical.
4. Infographics are a kind of visual communication and media that are two-
dimensional and include information in the form of text, pictures, and other visual
elements. The arrangement of the words in the product prioritizes both the final product's
content and visual appeal.
5. Social networking significantly impacts microlearning and may include social
Microlearning As a Learning Tool for Teaching and Learning 52

media. It is essential to know this since internet users often utilize social media. Platforms
for social networking, including Facebook, Twitter, Instagram, and Tik Tok may be used
as a substitute for education. Microlearning depends on the material given on a platform,
not the other way around. Because every social media platform has unique qualities, the
distributed microlearning materials must reflect those traits. For instance, Instagram is
highly dependable with its picture material, making typography and infographics the ideal
micro-content, but Tik Tok excels at short-form films, making video explainers or motion
graphics the ideal micro-content for this platform.
We must be aware that not all microlearning strategies can be implemented
utilizing the mentioned techniques. In order to meet our demands or those of our learning
apps, we must develop material specifically for them.

Method

This kind of study used the secondary study method, which includes activities
related to gathering library information, reading and taking notes, and managing study
materials. The researcher comes across both textual and qualitative data when doing library
research. The data in the library is "ready for use" (Zed, 2004). This shows that researchers
are using the library's existing collection of sources. Because they are secondary sources,
the researcher looks at data from standard libraries. In this section, the researcher will
propose the idea, perform an inquiry into the subject utilizing the appropriate literature,
and synthesize the information to emphasize key points. On the Google Scholar website,
one may search for publications using the term "micro-learning." We searched for pertinent
papers on the subject we investigated in national and international periodicals. The
qualitative data analysis used the Miles and Huberman model, including data extraction,
processing, and conclusion (Miles et al., 2018). During the reduction process, the
researcher streamlines (reduces) the data to create information consistent with the study.
The investigator organizes the data into a table to make the information easier to
understand at the presentation stage.

Findings and Discussion

First, Micro-learning is thought to be able to increase the learning process in the

context of e-learning, and as a consequence, a quick presentation of the subject will result
in easy-to-grasp and simpler, cost-efficient, efficient, and skillfulness, according to Basith
& Al-research Bari's from 2022. Second, the peculiarities of learning in small groups, such
as how the offered information includes one theory, one example, or drill based on the
difficulties encountered. Third, learning time may be reduced with rapid exposure to small
details. When accessible on the phone, one subject can also be absorbed quickly. to prevent
53 Canadian Journal of Educational and Social Studies

outside influence from the learning process. Fourth, it is effortless for students to create
and reaccess the material since the criteria and requirements of learning subjects may be
adjusted whenever necessary. Microlearning may be used for various purposes, including
home assignments, enrichment, introduction content, improving the effectiveness of
material preparation, and individual and group learning.
According to Danver (2016), examples of microlearning events or activities
include surveys, draughts of conclusive assessments, listening to podcasts, and watching
movies. Instead of practice questions or quizzes using flashcards or paper, micro-learning
activities in online classrooms might take the shape of interactive tutorials or brief
webinars with evaluation questionnaires at the conclusion. Since it relies on fast learning
activities and events to fully understand a topic, microlearning is used more often online
than in conventional schooling. The teacher may alter the microlearning activities if the
students seem to understand particular ideas or concepts in a traditional context. In online
courses, the paradigm often requires progressing through each step to evaluate outcomes
and validate knowledge gained. This strategy may be used in the classroom by lecturers or
teachers.
First, we must divide the issue into smaller, more digestible subtopics. You should
give this subtopic in no more than 10 to 15 minutes. Additionally, flipped classroom
techniques may be employed in combination with microlearning. The idea is to provide all
pupils with links to content through videos or infographics before the course begins. Let
them analyze the sub-material that will be covered before going on to the next one. This
strategy is effective since it saves time and encourages pupils to study independently.
Ensure every student has the equipment needed in class, such as PCs or mobile devices.
For five minutes, make your digital stuff available. Next, use online exams to motivate
students to contribute more to their education. Before the class is over, separate the
students into groups and have a discussion. Give the following subtopic as homework (PR)
for the students to hear after class. This approach of assigning work doesn't stress students
and may help them learn.
Microlearning is short-term learning, usually for 5–15 minutes. This kind of
learning is based on the idea that the brain retains and understands knowledge better
quickly. Each student will experience study dullness differently. Breaking information into
smaller bits may reduce cognitive overload and emotional tiredness when pupils study
increasingly complicated subjects, microlearning new. When used often and for long
periods, digital media is harmful. Microlearning reduces these negative impacts while
meeting learning goals and student abilities.
Microlearning may be used with face-to-face theoretical or practical learning
during regular schooling. The schedule may include microlearning if common education
is delivered for 40 to 60 minutes every meeting. Print or electronic material may be used
for microlearning integrated into everyday learning. Micro-learning may even be the
Microlearning As a Learning Tool for Teaching and Learning 54

primary method of content delivery when used in online education, as in this example. The
offered information may be distributed via infographics, student workbooks, educational
videos, android applications, or games. Microlearning's rapid turnaround time and usage
of online resources allow it to be completed anywhere. Small-scale learning provides
succinct and focused knowledge. Microlearning will enable teachers to create text, videos,
images, audio, examinations, quizzes, and games. This reduces the material to 1-3 minutes
or an infographic. The table below lists the positives and cons of microlearning in
education:

Table 1: Previous studies conducted on the effects of microlearning on teaching and

learning
No Published The Findings of the Studies
research
papers
1. (Zarshenas The use of microlearning, especially in internship units, is
etal., 2022) an excellent training method to improve nursing students'
educational objectives and personality. This approach is
used in this article because multimedia may accommodate
a variety of learning styles, and because it can impact both
the learning results and the learner's sense of self-efficacy,
this technique is recommended.
2. (Yusnidar & Following the experiment, a case study-based
Syahri, microlearning implementation's success (efficacy) was
2022) assessed, and The conclusion drawn from the t-test was
that the performance affected the pupils' learning
outcomes, as shown by the result of 7.769. Microlearning
strategies based on case studies might be used in a mixed-
learning setting. These strategies could help students
overcome the challenges they face.
3. (Rafli & Microlearning is one e-learning strategy that emphasizes
Adri, 2022) learning's core concepts and provides information in a
condensed manner. This method delivers knowledge in the
form of media created to make the course more appealing
to students and is a terrific way to find answers to
particular problems rapidly. Later, some learning
resources will be developed, such as infographics in the
form of images with content that will later be shared via
social media like Instagram, hyper content modules that
will be in the form of a detailed explanation of the subject
55 Canadian Journal of Educational and Social Studies

and preceded by a Bar code scanner as an intermediate step

to other having read sources, and media in the form of
Presentation software that contains some of the material
and is also furnished with a sponsoring video. Students
will find it simpler to learn this information anywhere and
anytime.
4. (Yuniarsih Microlearning-based learning material might help
etal., 2022) encourage pupils to pursue independent learning. Teachers
should provide engaging learning tools to encourage
students to think critically and explore a topic. It is
impossible to resist using ICT to keep the learning process
going. Through micro-learning, teachers may give their
students more flexibility and creativity throughout the
learning process. Teachers need to provide captivating
microcontent that encourages pupils to think creatively.
5. (Susilana et Microlearning is useful for easing students' intrinsic,
al., 2022) ancillary, and relevant cognitive loads during online
learning. Since the approach allows them to choose their
degree of study readiness, students are more adaptive in
their knowledge, which makes using microlearning
techniques in online learning simpler for students to
comprehend the content. With this strategy, students may
reduce useless cognitive load while increasing productive
cognitive load. Their learning outcomes are, therefore,
nearly exceptional.
6. (Nugraha et Academic institutions can produce instructional resources
al., 2021) for micro-learning in various formats, including webinars,
Presentation slides, infographics, motion graphics,
explainer videos, podcasts, active unified
communications, and interactivity. These efforts were
created to address pandemic-related learning to lessen
boredom during classroom courses by swiftly developing
information and communication technology.
7. (Gagne et The use of microlearning as a teaching approach has been
al.,2019) shown to improve students' understanding of how to carry
out processes, remember information, do research, and
participate in collaborative learning. Microlearning can
have drawbacks, too, including pedagogical discomfort,
technical disparities, and privacy concerns. Future studies
Microlearning As a Learning Tool for Teaching and Learning 56

should focus on higher-level outcomes, including patient

benefits and practice changes.
8. (Mohammed Learning things via microlearning might help them
et al., 2018) become simpler to understand and recall. This research
assessed the effectiveness of microlearning techniques
used to teach ICT in elementary schools. From a primary
school in Sulaimani city, we chose two groups. The class
is then instructed for six weeks using one microlearning
technique and a standard approach. Having evaluated both
groups, Compared to the control group, the microlearning
group showed around 18% greater learning. We may
conclude that microlearning can improve learning
effectiveness and efficiency. Additionally, the data may be
kept on file for more extended periods.
9. (Fang, 2018) Since microlearning solves the challenges of short class
periods, too many students in a class, and a range of
student demands, it may be helpful in college English
instruction. One benefit of microlearning is the
considerable quantity of English input students get. Based
on this, students can improve their capacity to produce
words through well-thought-out classroom teaching.
Microlearning is characterized by repeated disintegration,
replication, and differentiation. Students who use this
method will find that it dramatically increases their drive
to learn, increases their time on independent study, and
broadens their perspectives.
10. (Meng The traditional way of systematic learning differs from
& Wang, micro-learning, sometimes called fragmented
2016) understanding. As long as they have access to relatively
few learning units, learners may study whenever,
whenever, and for a limited time using this Teaching form.
English education at the college level aims to improve
students' overall English abilities, including listening,
talking, understanding, and composition, as well as their
ability for independent study. Microlearning is very
beneficial when used in college English classes.

Previous studies have shown that microlearning provides many benefits, which
depend on the abovementioned articles, in line with Zarshenas et al. (2022). A great
57 Canadian Journal of Educational and Social Studies

training strategy for raising students' learning results and self-efficacy is microlearning. It
is advised to use multimedia since it supports a variety of learning styles, enhances learning
outcomes, and boosts learner self-efficacy. According to Yusnidar & Syahri's (2022) case,
study-based microlearning may be used in a mixed learning setting to lessen students'
challenges. Following the experiment, there was a connection between case study-based
microlearning and the student's progress. Third, Rafli & Adri (2022) claim that
microlearning concentrates on learning fundamentals while providing quick information.
This method is excellent for answering specific questions quickly, with the help of the
material supplied in multimedia created to increase the course's attractiveness to learners.
Fourth, according to Yuniarsih et al. (2022), microlearning-based learning materials may
help encourage students to do independent research.
Teachers may use microlearning to encourage students' independence and
creativity while learning. The ability to provide microcontent that inspires pupils to think
creatively should be available to teachers. Fifth, Susilana et al. (2022) assert that
microlearning consists of intrinsic, pointless, and pertinent actions and is valuable for
lessening students' cognitive burden while online learning. When employing
microlearning methodologies, students have more understanding flexibility since they may
choose the degree of preparation they want to study, making it simpler to comprehend the
subject matter. Sixth, according to Nugraha et al., institutions can provide instructional
resources for micro-learning in several formats (2021). These micro-learning initiatives
leveraged swiftly evolving information and communication technologies to struggle with
the epidemic's effects on learning indifference. Seventh, according to Gagne et al.,
microlearning has improved students' understanding of and comfort in carrying out
processes, remembering content, conducting research, and participating in collaborative
learning (2019). Eighth, Mohammed et al. (2018) assert that microlearning may enhance
long-term retention and comprehension of information. Microlearning techniques may
improve learning effectiveness and efficiency since the microlearning group displayed
approximately 18% more learning than the control group. According to Fang, the ninth
grade handles the issues of short class periods, large class sizes, and a range of student
requirements (2018). Microlearning has the traits of constant practice, segmentation, and
differentiation. The motivation to study, the amount of time spent on their academics, and
the scope of their worldviews will all be greater in students who use this technique more
frequently. Meng & Wang (2016) assert that micro-learning differs from the normal
systematic learning strategy. Students may consequently study whenever, wherever, for a
little significant period, and with a few education ecosystems without being constrained
by time or place.

In line with the previous description, microlearning is efficient and effective,

enabling students to concentrate on a very narrow ability (Furterer & Wood, 2021). In
Microlearning As a Learning Tool for Teaching and Learning 58

order to address the need for ongoing learning and development, microlearning is a
relatively recent method to on-demand learning (Ford, 2020). Microlearning is excellent
when a student has limited time and has to gain information and abilities swiftly. It is an
adaptable system that can be tailored to the student's unique requirements (Greene, 2020).
It is further backed by the claim that mobile micro-learning is a powerful informal
educational method that can cater to the individualized demands of language learners (Huo
& Shen, 2015). Microlearning has the potential to be a fantastic remedy, claim Torgerson
& Iannone (2019). We assist students in completing work projects quickly and successfully
so they can return to work by providing brief, focused lectures.
The kind of micro-learning that emphasizes delivering knowledge in tiny,
digestible bits is already known. Six advantages of microlearning are as follows:
1) Microlearning adapts well to many settings and circumstances. 2) Lessons may
be finished quickly, making them ideal for learning wherever you are. 3) Microlearning is
inclusive for students since it is adaptable to various learning methods. 4) Microlearning
may be tailored to each learner's requirements to provide them with individualized
feedback. 5) Simple, easy-to-understand microlearning may improve understanding and
retention rates. 6) Since microlearning may be accessible at any time and from any
location, it is ideal for those with hectic schedules who have little time for studying.
In addition, the Microlearning approach, one of the most successful for the
teaching and learning process, demonstrates that 1) Lessons are more accessible for pupils
to recall. Short, engaging materials packed with animated films, infographics, and other
digital assets have been shown to hold students' attention and help them remember each
lesson. 2) Content updates are made simpler for instructors. It is simpler for instructors to
rewrite and modify since the material is provided in less time. This may save time, allowing
instructors to concentrate more on Teaching, which is undoubtedly advantageous. 3)
Microlearning works better. Students may comprehend the lesson more quickly since the
topic has been divided into smaller sub-materials. The more quickly pupils understand the
material, the more effectively they will learn. 4) Learning outcomes are more
straightforward for instructors to understand. It is simpler for instructors to assess the
success of learning when a particular subject is covered quickly. As a result, instructors
may more simply improve their instructional materials. 5) Lesson resources become more
individualized. Students may choose the most important, appealing, and pertinent
information to their studies with concise content.
Here are a few drawbacks of microlearning so that we may comprehend it more
objectively as a single teaching strategy. 1) It takes more time to finish the content using
microlearning. Microlearning requires two to three sessions if a topic can often be covered
in a single session. This is because microlearning can break down the content into many
smaller sub-materials. 2) Microlearning is not appropriate for difficult or complex content.
Heavy materials should not be used with this procedure, which also needs a thorough
59 Canadian Journal of Educational and Social Studies

explanation explicitly describing complex quantum physics. 3) If instructors are

incompetent, microlearning may be confusing. Due to how microlearning themes are
broken down, students risk becoming confused if their teacher cannot draw links between
the many subtopics and develop a unifying theme. The learning material is also broken up
into digestible parts during microlearning. Students may not be able to comprehend the
course material as a result fully. Learners could also experience difficulties interacting with
the various instructional resources. Microlearning is often ineffective when the material
being taught has to be fully understood. Likewise, case study-related learning is not a good
candidate for microlearning.
The most significant obstacle to adopting microlearning is a lack of content.
Additionally, teachers must produce their teaching resources, including games, quizzes,
audio, video, infographics, and quizzes. Nevertheless, not every teacher has the time or
means to prepare for the course. Educational technology, such as the Learning
Management System (LMS), is needed to achieve that. Since not all students or learners
have the same fundamental knowledge but may still benefit from learning, microlearning
is vital, particularly in employee training. People know according to their requirements
and pace. Microlearning is faster and more effective than traditional learning, which tends
to distract pupils and cause them to forget crucial knowledge.
Lack of material is the most significant barrier to the adoption of microlearning.
Teachers must also create games, quizzes, audio, video, infographics, and other
instructional materials. However, not every instructor has the time or resources to set up
the course. We need educational technology, like the Learning Management System, to do
that (LMS). Since not all students or learners have the same underlying knowledge but
may still benefit from learning, microlearning is crucial, particularly in employee training.
Everybody knows differently and at their own pace. Compared to conventional learning,
which takes longer, moves more slowly, and causes participants (students) to get easily
distracted and lose crucial knowledge, microlearning is meant to be more effective.
According to Gagne et al. (2019), microlearning has aided students in learning how to
complete assignments, remember the material, conduct research, and communicate.
Microlearning might be problematic from an educational, technical, and privacy
perspective. Future research should concentrate on the advantages for patients and
modifications to practises.

Conclusion

In this review, microlearning was explained and focused on its types and impacts
on learning the English language throughout this paper. Microlearning may be presented
in various ways throughout the teaching and learning process, including via video,
applications, gamification, infographics, and social media. Numerous studies also show
Microlearning As a Learning Tool for Teaching and Learning 60

that microlearning encourages pupils to study by dividing content into manageable chunks
and facilitating learning. Due to its flexibility and ease of integration into daily life, this
method enables students to study whenever and wherever they choose. Microlearning is a
quick and efficient technique to learn new material. It is an easy learning method and can
be tailored to many circumstances. That is, microlearning may be accomplished quickly.
However, there are some drawbacks to this learning, such as the fact that there is a lack of
content and that it is not appropriate for heavier material and necessitates extensive
explanation. Microlearning, however, is a powerful technique that may be utilized to
enhance learning outcomes due to the various advantages that can be realized. On the other
hand, the success of microlearning tactics is closely related to student characteristics,
instructors' tendency to use digital technology, and outside factors like the accessibility of
learning materials.

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