Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes
Microlearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized...
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Elsevier
2025-01-01
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024174440 |
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| author | Wali Khan Monib Atika Qazi Rosyzie Anna Apong |
| author_facet | Wali Khan Monib Atika Qazi Rosyzie Anna Apong |
| author_sort | Wali Khan Monib |
| collection | DOAJ |
| description | Microlearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized findings. Consequently, challenges persist in clarifying microlearning definition, and didactics, and designing effective microlearning instruction to yield improved learning outcomes. To address these gaps, we analyzed 40 relevant studies following PRISMA guidelines. Based on the findings, we maintain that microlearning is an instructional approach that delivers targeted, action-oriented, bite-sized content to achieve specific objectives within a short period, typically within a few seconds or minutes. The most important findings from the reviewed studies indicate that microlearning has positive impact on learning outcomes. The key learning outcomes identified, categorized according to Bloom's Taxonomy, include cognitive (knowledge acquisition, retention, improvement, recall, transfer, and application as well as critical thinking, problem-solving, professional, feedback and self-regulation skills, core competencies such as digital and pedagogical competence, and performance like test performance), behavioural (presentation skills development, task or work performance, higher completion rates, behavioural patterns, engagement, and collaboration), and affective (positive perceptions and attitudes, increased motivation, satisfaction, and improved self-efficacy). Based on Andragogy in Practice Model, Bloom's Taxonomy, and Sweller's CLT, we proposed a novel microlearning instructional design framework consisting of three integral components—differences consisting of individual, situational, and subject differences; guiding principles including specific-objective, bite-sized content, appropriate timeframe, interactive and engaging content, personalization, and selecting appropriate delivery medium and mode; and learning outcomes (cognitive, behavioural and affective). The proposed framework aims to integrate microlearning into instruction to improve learning outcomes. Educators, instruction designers, and policymakers can use the framework to design microlearning instruction to improve learning outcomes. |
| format | Article |
| id | doaj-art-2b4da6d99a2a49608c3fde49b9b3174d |
| institution | Kabale University |
| issn | 2405-8440 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj-art-2b4da6d99a2a49608c3fde49b9b3174d2025-02-02T05:27:47ZengElsevierHeliyon2405-84402025-01-01112e41413Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomesWali Khan Monib0Atika Qazi1Rosyzie Anna Apong2Centre for Lifelong Learning, Universiti Brunei Darussalam, Gadong BE 1410, Brunei Darussalam; Corresponding author.Centre for Lifelong Learning, Universiti Brunei Darussalam, Gadong BE 1410, Brunei Darussalam; School of Education, Taylor's University Lakeside Campus, Subang Jaya 47500, Malaysia; Corresponding author. Centre for Lifelong Learning, Universiti Brunei Darussalam, Gadong BE 1410, Brunei Darussalam.School of Digital Science, Universiti Brunei Darussalam, Gadong BE1410, Brunei DarussalamMicrolearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized findings. Consequently, challenges persist in clarifying microlearning definition, and didactics, and designing effective microlearning instruction to yield improved learning outcomes. To address these gaps, we analyzed 40 relevant studies following PRISMA guidelines. Based on the findings, we maintain that microlearning is an instructional approach that delivers targeted, action-oriented, bite-sized content to achieve specific objectives within a short period, typically within a few seconds or minutes. The most important findings from the reviewed studies indicate that microlearning has positive impact on learning outcomes. The key learning outcomes identified, categorized according to Bloom's Taxonomy, include cognitive (knowledge acquisition, retention, improvement, recall, transfer, and application as well as critical thinking, problem-solving, professional, feedback and self-regulation skills, core competencies such as digital and pedagogical competence, and performance like test performance), behavioural (presentation skills development, task or work performance, higher completion rates, behavioural patterns, engagement, and collaboration), and affective (positive perceptions and attitudes, increased motivation, satisfaction, and improved self-efficacy). Based on Andragogy in Practice Model, Bloom's Taxonomy, and Sweller's CLT, we proposed a novel microlearning instructional design framework consisting of three integral components—differences consisting of individual, situational, and subject differences; guiding principles including specific-objective, bite-sized content, appropriate timeframe, interactive and engaging content, personalization, and selecting appropriate delivery medium and mode; and learning outcomes (cognitive, behavioural and affective). The proposed framework aims to integrate microlearning into instruction to improve learning outcomes. Educators, instruction designers, and policymakers can use the framework to design microlearning instruction to improve learning outcomes.http://www.sciencedirect.com/science/article/pii/S2405844024174440MicrolearningLearning outcomesConceptual frameworkHigher educationAnd corporate sector |
| spellingShingle | Wali Khan Monib Atika Qazi Rosyzie Anna Apong Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes Heliyon Microlearning Learning outcomes Conceptual framework Higher education And corporate sector |
| title | Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes |
| title_full | Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes |
| title_fullStr | Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes |
| title_full_unstemmed | Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes |
| title_short | Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes |
| title_sort | microlearning beyond boundaries a systematic review and a novel framework for improving learning outcomes |
| topic | Microlearning Learning outcomes Conceptual framework Higher education And corporate sector |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024174440 |
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