Vol 4 No 1 (2024) ISSN: 2785-9266

Issues and Perspectives in Business and

Social Sciences

The effectiveness of microlearning approach from the perspectives

of practicum teachers
Thilip Kumar Moorthy1*, Yogerisham Panir Silvam1
1
Faculty of Social Science and Humanities, Tunku Abdul Rahman University of Management and
Technology, Malaysia
*correspondence: thilipkumar@tarc.edu.my

Abstract
Over the past years, practicum teachers have been assigned to schools for
their teaching practicum. Many of them tend to struggle with the reduced Keywords:
attention span of students due to online learning. As such, microlearning microlearning;
has been seen to be the most recent method of teaching that could aid attention span;
motivation;
students to learn better. This research focuses on the interaction and
qualitative study;
relativity of microlearning with practicum teachers in the teaching and teaching methods
learning process. 8 groups of 20 students in each group were selected using
a convenience sampling method, as the group of students were easily Received Jul, 2023
accessed by the researcher, and the practicum teachers acted as the data Accepted Sep, 2023
collectors for this research. The microlearning tool used to replace the Published Jan, 2024
traditional teaching method was a 3-minute video and images.. All selected
students are in the same level of studies which is in Year 8. Majority of them
have the same proficiency level which is upper intermediate. The results
show that microlearning did help with their classroom management and
students were able to practise their scaffolding skills in a more effective
manner.

1. Introduction

Due to the COVID-19 virus's almost universal dissemination, many educational institutions
now offer online courses (Fitria, et al., 2022). The focus and attention span of students cannot
be maintained consistently during study time, which is just one of the numerous difficulties in
conducting online learning. Given that students' attention can wane after lengthy lecture times
due to weariness and boredom, it is less practicable to make the online learning time equal to
that of the in-person learning in class. In addition, it is expensive, especially when done
remotely, and each student in the session needs their own personal electronic device to stay in
touch with others throughout the same lesson hour.
It is exceedingly challenging to have a learner sit down in one place and continuously absorb
instructional content and remain concentrated on a topic for hours in today's fast-paced
environment full of distractions and online stimulation. Students nowadays struggle to avoid
being distracted by their mobile devices. Furthermore, rather than only learning, students are
engaged in a number of other activities at once. As many students take up part-time jobs, they
tend to enrol in online courses and when they do so, they are either overworked or unable to

Issues and Perspectives in Business and Social Sciences (2024) Issue 1:1–11.
doi: https://doi.org/10.33093/ipbss.2024.4.1.1.
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 Issues and Perspectives in Business and Social Sciences, Vol. 4 (No. 1), pp. 1–11.
Moorthy & Panir Silvam (2024)

set aside two or three hours each week to finish the required compliance courses, and
employees fall behind in their compliance training.

For these reasons, solutions are explored to address the issue of students' declining focus and
attention. Hector Correa presented microlearning in 1963 as one of these solutions.
Microlearning is a teaching pedagogy that aims to reduce learner fatigue by focussing on a
single learning objective in less than 20 minutes (Díaz Redondo et al., 2021). Microlearning
offers brief educational materials, often lasts only a few minutes, and is easily accessed via
mobile devices (Palmer & Blake, 2018). For a number of learning phenomena, the idea of
microlearning (ML) has repeatedly been emphasised as an efficient learning technique (Khong
& Kabilan, 2020). Microlearning has also been viewed as a viable area for workplace education
(Leong et al., 2020). Because it is simple to use and can be presented in a variety of ways,
microlearning is growing in popularity. This makes it convenient for those who need to learn
new information but are busy. Microlearning can also be used in conjunction with other
learning methods and is inexpensive. The purpose of this learning is to impart knowledge in a
way that makes it simpler for individuals to retain and use it in daily life.

One of the key benefits of microlearning is that it allows learners to consume and retain
information more easily, as they are only presented with a small amount of content at a time.
This makes it an ideal training method for learners with short attention spans or who need to
learn and retain information quickly (Kroening, 2023). Attention span among students in the
classroom has been a major issue since many years ago. Attention span has to be addressed
well so that students are able to focus on all the content that they are absorbing in the teaching
and learning process. In addition, with different proficiency levels is a common issue among
learners of English as a Second language, microlearning is a good remedy for students with
different proficiency level, as it presents information in smaller chunks and knowledge can be
delivered in a smaller portion to allow students from all levels to understand.

Since the introduction of online learning, microlearning has gained popularity, and numerous
institutions—including schools, businesses, and government agencies—have adopted it
because it is believed to enable students to assimilate information more quickly and readily. In
2018, microlearning accounted for 60.7% of all e-learning. In 2020, microlearning adoption
grew by 40% during the COVID-19 pandemic, and mobile learning is expected to be the
preferred microlearning mode by 2025 (Corbeil & Corbeil, 2023). Microlearning, a novel
approach that is anticipated to help students meet their learning objectives in e-learning, has
evolved. Microlearning can be understood as small-scale learning activities because it
comprises the two words: micro (which means little) and learning (which implies learning
activities). In other word, microlearning is a technique for breaking up large amounts of
learning content into manageable chunks.. The content in question takes the form of e-learning
learning objects. As a result, microlearning has been identified as a technique that can assist
individuals in resolving classroom-related problems.
Microlearning has been very helpful for new teachers, especially practicum teachers.
Microlearning enables new teachers to experiment teaching methods in smaller chunks in
order to not overwhelm them too much. Despite a well-established English Language Teaching
curriculum in Malaysia, there are problems with how the curriculum is used in the classroom.
The application of the learned theory in practice has a gap. According to Senom et al. (2013),
there is no specialised new teacher induction programme to prepare teachers for the
transition, hence new teachers in Malaysia do not receive appropriate support. In addition to
supervision, pedagogical expertise, and topic understanding, pre-service teachers experience
further difficulties in the ESL classroom. English has been the hardest for teachers as they face
students with different proficiency levels and thus that complicates the entire situation further.
As such, microlearning can be a good method in allowing new teachers to explore new
possibilities that can help students to learn the language better as it is not too overwhelming

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Moorthy & Panir Silvam (2024)

for them. Besides that, microlearning will allow students to learn different skills better as it is
product oriented and focused as all the skills can be acquired sufficiently.

This study thus concentrates on how practicum teachers view microlearning among students in
particular schools. This study aims to highlight practicum teachers’ perceptions on
microlearning methods used in their classroom. In addition, the study also raises awareness
among practicum teachers on this current method that is vastly used in schools. In particular,
the study seeks to address the following questions: (1) What is the effect of microlearning
methods and tools on students' attention span? (2) What is the effect of microlearning methods
and tools in lessons involving students with different language proficiency levels?

2. Problem statement
The learning process is not always optimised by e-learning; occasionally, some of the learning
process objectives are not reached. Many notifications from social media, online gaming, or
other distractions might easily keep some students using e-learning systems from their studies
(Fitria, 2022). Because there are so many distractions that might cause students to lose focus
when studying, it is difficult to provide material or content in e-learning. In Malaysia, e-learning
is considered as a new method which has not been explored sufficiently. Consequently, the
implementation of e-learning could take a little longer as there is no proper exposure to
teachers. As such, practicum teachers face difficulties in making sure students have sufficient
attention span. On top of that, the current e-learning method does not seem to cater to students
who have different proficiency levels which makes it even harder for them to focus on their
daily lesson. The problems become worse when the learning outcome is not achieved, and thus
students’ achievements have drastically decreased. Therefore, it is necessary to look into a
method that can help students to learn better as e-learning is seen to be the new way of learning
among students.

3. Literature review
One of the learning techniques that requires less time is microlearning. For this reason, short-
term learning is frequently used to describe microlearning or microteaching. Although there is
no accepted definition of microlearning, we may understand the general idea behind this
approach using this knowledge. Microlearning is a learning strategy used by teachers that is
more condensed. The first published use of the term “Microlearning” dates back to 1963 in a
book called ‘The Economics of Human Resource,’ by Hector Correa. Microlearning came into the
spotlight when the internet became much more accessible to domestic households in the mid-
1990s.With the introduction of smartphones, microlearning too received a major boost.
Suddenly everybody had a portable device that had access to the internet and could be used to
deliver content more effectively. People could learn something new in a few short minutes. In
this age when the attention span of a normal human is 8 seconds (as per a study by Microsoft,
2017), microlearning is a blessing. Moreover, it can be used for all kinds of training including but
not limited to employee onboarding, compliance training, and skills training and education.
Microlearning is a technique for short-term learning, to put it simply. Short-term learning
activities and relatively small learning units are the focus of microlearning.

Microlearning 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 relatively brief learning units. It involves a focus strategy for the short term created
especially for understanding, learning, and skill-based education. As a result, the time needed to
locate specific themes and contents can be reduced. Micro-learning also makes it possible to

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access similar information, images, and videos in mobile environments in real-time (Park & Kim,
2018).

Microlearning can be described as short bursts of content that are delivered to students through
a variety of delivery methods that include text, images, videos, audio, tests, quizzes, and games
(Kulhanek & Mandato, 2022). Many people think that microlearning with video is a common and
effective form. Video is not the only type of microlearning that uses this approach, though. E-
learning, games, blogs, podcasts, infographics, and other visualisations are other examples. The
type of media that best suits the circumstance and the student's unique learning demands must
then be chosen. For instance, when we wish to learn how the cosmos was created and if we simply
read one book about how the universe was created, we might not be able to comprehend the
material in a brief amount of time because most books include language that is too lengthy and
complex. It differs from seeing a film on how the cosmos was created, which we can find easier to
comprehend in less time and is typically accessible via online platforms.

1. Videos. Everywhere there is internet access, people watch videos on Netflix, the YouTube
platform, and other services. Not all of the videos, meanwhile, are accessible through
microlearning. Microlearning films are typically presented in one of two ways: as Motion
Graphics, like the What If example above, or as Video Explainer. Microlearning films are often
brief and have an easy-to-understand presentation. In some scenes, an image and a
description may be present. While amusing, videos nonetheless have an effect on students'
understanding. Short video lengths and minimal file sizes that can be easily shared with
classmates help learners maintain focus.

2. Application. The application mentioned in microlearning media is a learning programme

that includes educational micro content and has navigational features to facilitate learning
for students. Instructions for working on reading and performing exercises connected to the
material being studied make up the learning concept used in the programme.

3. Gamification. Microlearning, or gamification, is comparable to learning apps in that they

have learning objectives but disguises them as tasks that are more like games. The grade
that students receive is more of an accomplishment than a result of the measurement
theory's conventional scoring guidelines. The goal of this gamification is to engage students
in more enjoyable learning activities while increasing motivation. An illustration of this
gamification would be answering quiz questions where different people may receive
different outcomes even though the results are the same.

4. Infographics. Infographics are two-dimensional media that use text, pictures, and other
elements to convey information. By focusing on the information and aesthetics of the media
generated, words are ordered in this way.

5. Social media. Microlearning can also incorporate social media. Because internet users also
spend a lot of time on social media, it is crucial to be aware of this. Learning can be replaced
by social networking sites like Facebook, Twitter, Instagram, and Tik Tok. Just that
microlearning is linked to the content given in the platform, not the other way around. Every
social media site has unique qualities, thus the microlearning materials that are distributed
must reflect those traits. For instance, Instagram is extremely dependable with its picture
content, so typography and infographics are acceptable micro-content, whereas Tik Tok
excels at short-form films, so this platform is appropriate for Micro-content sorts of
explainer videos or motion graphics.

There are several studies conducted in the area of microlearning. The authors from Near East
University adapted microlearning-friendly materials in the format of video contents. They used

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Moorthy & Panir Silvam (2024)

these videos to introduce microlearning to others in term of term, explanation, examples,

potential and microlearning experience demands. While in Ozdamlı et al. (2016), infographics
have been examined as a microlearning tool. This qualitative research involved an anatomy class
of 140 students, for a period of six weeks. Results of the study showed that students have better
experience with infographics than traditional methods and visuals. Infographics are satisfying,
easy to understand, and memorable for longer periods.
Besides that, there was another method which was proposed by Edge et al. (2012) called
MemReflex. It is used to get fast-feedback from learners. They used flashcard systems to help
students to learn about definitions, names, and dates. It depends on robust memorisations with
posterior tests which come up to days later after using the flashcards. This approach not only
utilises the short, scattered, dynamic opportunities for microlearning throughout the day but
also helps learners who want motivation which is sourced from infallible study sessions.

4. Methodology

4.1 Research design

This research is qualitative research. The procedures for qualitative data collection and analysis
had been conducted rigorously (e.g. sources of information, data analysis steps). Eight groups of
20 students in each group were selected through a convenience sampling method as the group of
students were easily accessed by the researcher and the practicum teachers who acted as the
data collectors. All students that were selected are in the same level of studies which is in Year 8.
A majority of them have different proficiency levels ranging from beginner up to upper
intermediate. The microlearning tool used was a 3-minute video and images to replace the
traditional English class which uses the text book and activity book as the core curriculum
methodology.

4.2 Research process

In this section, we will introduce the methodology of our work. Firstly, practicum teachers were
instructed to conduct a microlearning lesson focusing on their students in their respective
classroom. They were asked to complete the lesson within the first 4 weeks of their practicum.
An interview was conducted to review their perception on the effectiveness of microlearning to
their students. Then we compared the outcomes of their feedback. The findings were then
transcribed to find out their opinion over microlearning. The methodology flow chart is shown in
Figure 1:

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Moorthy & Panir Silvam (2024)

Practicum students are to complete microlearning lesson with the students by

Week 4 of their stipulated practicum teaching period.

Individual interview will be conducted to investigate the process of

microlearning.

Data will be collected in written form according to themes. The content of the
respondents’ responses will then be measured to see if it answers the RQ’s.

Figure 1: Research Flow Chart

5. Findings

The findings below are divided into four different themes, mainly on attention span, teaching
methods, motivation and independent learning. Eight practicum-going teachers who would be
teaching for the first time, were instructed to include a microlearning method and report its effectiveness
are the transcribed statements of the 6 questions that were asked. Q1, Q2 and Q5 are for Research
Question 1 where else Q3 and Q4 are for research question 2. We labelled the respondents as R1
till R8 indicating the eight practicum teachers who participated in this study.

5.1 Attention span

Q1 Do you think students were focused throughout the microlearning lesson?

R1: Yes, students were focused while watching the 3-video time frame as there was a different
time limitation in every question they were answering from the video. After that, they focused on
the analytic report and reflections.

R2: The students were able to focus throughout the lesson. The minority that usually has a
shorter attention span compared to others were more engaged in the lesson during
microlearning.

R3: Yes, students were more focused and willing to participate when discussing
answers. According to my personal observation via the Pimsleur Language Assessment Battery
(PLAB), my students were able to largely pay a significant amount of attention, focus and active

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participation in the course of my English lessons. Nonetheless, it also depends on the personality
of the students themselves. Under optimum conditions, students may find that the subjects and
materials presented unto them during microlearning lessons tend to be more academically
digestible in terms of their focus, which enables them to remain engaged and conscientiously
motivated.

R5: Some students were focused and some of them were roaming around the classroom saying it
was boring and they felt sleepy.

R6: Yes, students tend to be more focused when they are engaged in interactive and hands-on
activities compared to the teacher’s talking during the lesson.

R7: Yes, microlearning helped attract students' attention and made them more interested and
engaged throughout the lesson.

R8: Yes, the students were all engaged during the lesson. The class is in complete silence while
videos related to the topic of the day are played.

Majority of the students enjoyed the lesson and were able to provide their concentration except
for R5 as there were mixed perceptions over the lesson in the classroom.

5.2 Students’ focus

Q2 Through your observations, how long do students focus in the lesson?

R1: A good 30 minutes. I allocated 15 minutes for the Quizziz but students were focused until
the end of the lesson, the remaining 15 minutes were where we did a reflection and revealed
the analytical report of the Quizizz.

R2: In a 50-minute lesson, the students were focused for about 35 minutes when they were
given a group task.

R3: Students focused for about 20 minutes at a time in a one-hour lesson.

R4: My teaching practice reports a 40-minute attention span in a 50-minute lesson for each
student which is also accompanied by the length, content dexterity, and in general the overall
complexity (difficulty) of the lesson. Nonetheless, it must be noted that my students may have
a tremendous ability to only focus during short periods of a lesson during which the
microlearning element has to be integrated with lessons which are both auditory and visually
stimulating to them.

R5: In the 40-minute lesson only 15-20 minutes they were focused.

R6: Most of the students stayed focused for 80 minutes. Students get bored when they have to
form sentences in the production stage.

R7: For the 1 hour and 30-minute lesson, the majority of the students were able to stay focused
for 1 hour.

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R8: Students focused for about 40 minutes in an hour lesson.

In general, many of them are able to stay focused for at least more than 30 minutes of lesson
with this method.

5.3 Teaching methods

Q3 How was the effectiveness of the 3-minute video as a microlearning method that you have
used in your lesson?

R1: It was a revision lesson so I utilised the video in the lesson in which students were using
their phones to answer questions online via Quizizz. The correct answer will appear right after
they are done answering all the questions, and also will be uploaded to their Google Classroom
for revision. The answers will then be discussed in the next lesson for any clarifications.

R2: Peer learning was used in the lesson as the students were separated into groups to work
together and determine the definition of the vocabulary and the synonyms that would fit into
the context of the text from the 3-minute video.

R3: TTT method with some scaffolding. I started the lesson with a connective crossword
induction to give them words they can use to connect their persuasive writing. Next, I had
students rearrange a persuasive text for 10 minutes to observe for students' understanding of
the text. The 3-minute video related to the topic was used and students were asked to explain
about the video content.

R4: My teaching method is largely deductive in its nature with elements of differentiation
(challenging intelligent students) whilst providing support to academically weaker students so
that no one is left behind. However, some examples of microlearning techniques that has been
respectfully exhibited in my lessons are as follows:

1. Spaced learning technique: A method of teaching where my students would receive

periodic instructions and feedback from me as the Teacher. However, this role is not to
spoon feed them with academic content but to guide them via peer feedback as a facilitator
that is ideal for 21st century learning.

2. Interactive Tasks: A method which involves my students in actively participating in

collaborative group projects via the 3 min video use as it enhances group work.

R5: I used the listening and speaking method and also the inquiry-based learning method with
the 3-minute video

R6: I played the 3-minute video for students so that they are able to recall what they did during
the school holidays. I asked students to write the activities they did during the school holidays
in a mind map then discuss the answers with them. I also wrote and explained the vocabulary
in both English and Mandarin for students to understand the vocabulary.

R7: 3-minute Videos (of a short variety) - Videos were mainly used while teaching the lesson.
For example, grammar-related YouTube videos assist students to acquire the information
because of the attractive visuals.

R8 : Youtube 3-minute video. Cartoon videos explaining grammar items were used in my lesson.
Attractive visuals will keep the students focused and understanding the content of the video.
Images. Students like colourful pictures rather than words. This will attract their attention while
doing their exercises.

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5.4 Motivation
Q4 Do you think microlearning motivates students to complete their task on time?

R1: Yes, definitely. As I allocated a specific time to answer the question or task sheet, they were
all very active and competent during the answering process. Hence, even though some of them
might give incorrect answers, they would try their best to complete the task on time. As for
different microlearning approaches such as video watching of a specific topic, the video-graphic
will definitely prolong students’ attention span, which makes them easier to understand and
process faster for a certain lesson, while a hands-on task will build muscle memory of the
students leading to an auto-retrieving knowledge for a specific task when encountering the
similar task.

R2: Microlearning being in its bite-sized form of learning, serves as a motivation for students to
complete their task as quickly as possible in order to move on to the next task. It allows students
to be fully focused on one task at a time and provides ample time for the students to process,and
digest the knowledge for scaffolding.

R3: I believe it motivates students to stay on task and finish them on time. Compared to lessons
where microlearning was not used, more students were staying on task and helped me ensure
students finish their task through each part being interspersed with discussion to check for
understanding.

R4: Yes to a significant extent, as microlearning may prove to be beneficial as opposed to

traditional forms of lecturing whilst granting my students the opportunity to focus on one
particular subject at a time and practise it until they have successfully achieved their course
learning outcomes based on the syllabus. On the other hand, since the major advantage of
microlearning is the ability of the tutor to deliver the lesson in short chunks of time, my students
are able to absorb the content in a timely manner which is more organised.

R5: In my opinion, for fast learners and good observers, yes they can but not for the slow learners
or students who have lower proficiency level.

R6: Microlearning is an effective way to motivate and guide students to complete their tasks on
time because it breaks down the learning content into small chunks that are less overwhelming
and boring.

R7: It aids in keeping short attention span students on track and encourages them to complete
their tasks on time. In my experience, providing students with pictures, videos, and games as
instructional tools will enable them to comprehend their tasks more quickly and finish them on
time.

R8: Yes, students find the class boring with just writing or completing their workbook. This will
cause them to drag more time completing the task given as they are zoned out halfway doing the
task. But teaching with materials that are aligned with the student’s interests will keep them
focused while completing the task.

According to the majority, there is evidence that microlearning has been a motivating factor in
helping students to learn the lessons.

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5.5 Independent learning

Q5 Do you think microlearning promotes independent learning among students?

R1: Yes. As students would be trying to understand the subject matter, bite-sized learning makes
the process more efficient and easier. Students are able to learn at their own pace, they will be
able to attempt different approaches that suit their capabilities and maximise the learning
outcome. For instance, slower learners might take time to comprehend the complex definition
or explanation in the text, but with microlearning everything has turned into smaller chunks
which were simplified, slower learners are able to take it bit by bit and consume the knowledge
without feeling pressured to learn independently.

R2: According to the nature of the task that was given, microlearning in teaching vocabulary
aided in encouraging the students to learn and discover knowledge independently.

R3: As of so far, I have yet to observe any independent learning among my students. If used
continuously, I believe it may encourage them by showing them how to break their work into
smaller chunks to study bit by bit and make it less overwhelming.

R4: Yes, indeed. I strongly agree with the fact that microlearning does not only promote
independent learning among students, but it is also the pinnacle of mankind’s achievement in
terms of developing rubrics for a holistic learning experience. In this scenario, by dividing huge
chunks of content into smaller portions learners are not only more engaged, but in fact they
ascend towards the ownership of participating in the very autonomy of out-of-classroom
exploration and also in academic discovery within the fields of linguistics.

R5: I think not because not all learners or students could learn things independently because
they are not so good in using technology learning and also they find it difficult to do their work
like this.

R6: Yes, microlearning tasks are typically short therefore students are able to complete the task
easily and independently without extensive guidance. Moreover, students are able to utilise
gadgets and applications for microlearning.

R7: Absolutely, in my opinion, I believe that students will be more inspired to look out for videos
or images that will further their understanding of the topic after watching the microlearning
resources that were utilised in the class. Therefore, microlearning will encourage students to
learn on their own.

R8: Indeed, the students are understanding the contents that the teacher is supposed to teach
on their own. When students find the videos are fun although they are related to academics, this
will stimulate their interest in finding similar videos to understand their homework assigned.
This promotes the habit of finding resources on their own.

For these questions, the majority of the practicum students agrees that microlearning will help
students to be more independent in their learning as they are exposed to trying new things by
themselves with minimal supervision or guidance.

6. Discussion and conclusion

According to the results of findings as stated above, the answers to the Research Question for
the research are as follows.

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What is the practicum teachers’ opinion on the students’ attention span while using
microlearning methods and tools during lesson? Majority of them stated that students have
better attention spans when they are exposed to microlearning.

What are the advantages of embedding microlearning into in-class lesson involving students
with different language proficiency levels? Majority of them believe that students are able to
be motivated and independent in their learning, as the method is easy to absorb in daily
lessons and also able to participate without hesitation in class as their attention span
improved with this type of lesson method.

It is hoped that these methods will help practicum going teachers in handling the classroom
as it is very important for the new teachers to have a variety of methods and experiment them
as practicum is where all practicum teachers find their true momentum in their teaching
ideology. Further research can be done on investigating microlearning among junior teachers
and senior teachers in rural or urban schools or even high-performance schools.

Acknowledgement

The authors acknowledge the support from the co researcher Mr Yogerisham from Tunku
Abdul Rahman University of Management and Technology, as well as the screenwriters who
have contributed in the development of the microlearning method used in this study.

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