Contextualizing the Principle of Microlearning to Design Microcontent

for English Language Teaching in Post-Pandemic Education

Imam Santosa

, Ninuk Lustiyantie

and Ifan Iskandar

Universitas Esa Unggul, Jl. Arjuna Utara No.9, Duri Kepa, Kec. Kb. Jeruk, West Jakarta City,

Special Capital Region of Jakarta 11510, Indonesia

Doctoral of Applied Linguistic Department, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta, Indonesia

Keywords: Microlearning, Microcontent, English Language Teaching, Post-Pandemic, Education.

Abstract: Microlearning is a challenging approach in education. However, the way to develop microlearning-based

learning material may be unclear. This study was purposed to, first, transform the principles of microlearning

into the guiding descriptors of microlearning-based instructional material for English language learning.

Second, the study explored the relevance of microlearning-based learning object materials for post-pandemic

English language teaching. This highlighted the potential of microlearning for alternative English language

teaching and learning in the digital era of post-pandemic. This study was qualitatively approached by

employing library research to answer the research questions. This study began by reviewing academic

literature regarding the principle of microlearning, the principle of material development, and the principle of

language learning. Then, in the next phase, were three explorations of language teaching before the pandemic,

during pandemic and post-pandemic. The result of the study revealed the guiding descriptor on procedure on

how to develop microlearning-based material for language learning. The result also exposed the relevance of

the implementation of microlearning in post-pandemic education.

1 INTRODUCTION

Microlearning is relatively novel compared to

microteaching. The term microteaching was

introduced by Allen and Eve in 1963 as a reduced

class size and time teaching experience (Allen & Eve,

1968). Then, it developed as a method to educate pre-

service teachers (Belt & Baird, 1967; Kallenbach &

Gall, 1969; Schaefer & Stromquist, 1967).

Meanwhile, microlearning as a counterpart term of

microteaching was less known until 2005 (Swertz,

2005). Microlearning was introduced as a new

challenging approach in teaching and learning

activities by Theo Hug (Hug, 2005a). This, later,

became a popular approach in certain areas such as

training (Hogle, 2021; Javorcik & Polasek, 2019;

Margol, 2017; Shail, 2019), language (Brebera, 2017;

D Edge et al., 2012; Darren Edge et al., 2011; Kovacs,

2015a), computer (Polasek & Javorcik, 2019; Skalka

et al., 2021) and health (Filipe et al., 2020; Gawlik,

https://orcid.org/0000-0001-5017-3944

https://orcid.org/0000-0003-1918-9846

https://orcid.org/0000-0001-8078-3639

2021; Gross et al., 2019). Microlearning has received

more attention over the last decade and has usually

been investigated in relation to information and

communication technology. As microlearning

focused on the student characteristic, social media

occurred as one of the media to deliver microlearning

activity; telegram (Aldosemani, 2019; Redondo et al.,

2021), Twitter (Aitchanov et al., 2013; King, 2018;

Wakam et al., 2021),and Facebook (Islambouli et al.,

2021; Kovacs, 2015a). Besides, mobile learning is

bound to be a popular microlearning tool (Beaudin &

Intille, 2006; Hug, 2015; Sunardi, 2020; Tong-ming,

2012).

Studies on the employment of microlearning can

broadly be categorized into teaching and learning in

educational institutions and non-educational

institutions. The Majority of educational institutions

that utilized microlearning occurred in the higher

education. Aigerim(2014) design microlearning as

tool to prepare student before taking CCNA

Santosa, I., Lustiyantie, N. and Iskandar, I.

Contextualizing the Principle of Microlearning to Design Microcontent for English Language Teaching in Post-Pandemic Education.

DOI: 10.5220/0012195900003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 10-19

ISBN: 978-989-758-669-9; ISSN: 2975-9676

examination. Buhu & Buhu(2019) constructed

microlearning in higher education for textile

education. Leela(2019) created living books (mobile

learning and augmented reality) as part of a

microlearning technique to foster computational

thinking in vocational students. Stratton et al.(2020)

produced three microlearning-based melanoma films

with CSE material for digital transmission to PCNPs

in various forms to teach nursing students. In the

other hand, microlearning also utilized by non-

educational institution as self-learning application to

learning certain material. Edge et al. (2011)

developed mobile microlearning application to help

participant learn mandarin. Simons et al(2015)

constructed a hybrid health support intervention

system for changing health behaviours that combines

electronic and physical support services, including a

mobile micro-learning health quiz. Göschlberger &

Bruck(2017) designed microlearning mobile

application as a training supplement for new worker.

Orwoll et al. (2018) utilized microlearning app as

nurse companion to deliver standard practices on

Central line-associated bloodstream infection

treatment.

Within the last two decades, microlearning has

been becoming an instrumental element of language

education. The studies of microlearning occurred in

various foreign language education (Aldanazaruly &

Kazimovich, 2013; Aldosemani, 2019; Brebera,

2017; Darren Edge et al., 2011; Hug, 2006; Kovacs,

2015a; Unterrainer, 2012). On the use of

microlearning in language education commonly

address the learning process (Brebera, 2018; Darren

Edge et al., 2011; Hosseini et al., 2020; Mohammed

et al., 2018; Tolstikh, 2021) and the learning material

development (D Edge, 2012; Kovacs, 2015b).

This issue of our study differs from that of issues

in the previous areas of studies on microlearning. The

previous study relatively discussed the development

of instructional design based on certain particular

objectives. Despite the empirical studies of exploring

microlearning in learning material development has

been conducted, no one to the best of our knowledge

has studied the guiding descriptor to design

microlearning lessons for English Language

Learning. The study is purposed to, first, transform

the principles of microlearning into the guiding

descriptors of Microlearning-based Instructional

Material for English Language Learning. Second, the

study explores the relevance of microlearning-based

learning object materials for post-pandemic English

language teaching. This highlights the potential of

microlearning as an alternative approach in English

language teaching and learning in a digital era of post-

pandemic education.

Microlearning and Learning Material

Development

Microlearning is a learning process through bite-sized

and well-planned modules in the form of short-

duration learning activities (Allela, 2021). This

process includes microlearning as a learning

methodology, as a method and related technology and

as a process of creating subject matter. Microlearning

reflects a growing reality today, namely

fragmentation which includes fragmentation of

information sources and units of information used for

learning (Langreiter & Bolka, 2005a). Microlearning

is also relevant to the limitations of brain work due to

cognitive overload due to the long learning format

(Mayer & Moreno, 2003), even though the attention

span of adults is twenty minutes (Allela, 2021).

Therefore, the basic idea of microlearning is to make

learning materials in a concise form (granules or

nuggets), but can accommodate an achievement or

sub-achievement of learning in a format that is easily

learned at one time, available when needed, contains

only the necessary information and action-oriented,

as well as practical.

The term microlearning is not as popular as a

similar term, microteaching (Hug, 2005b).

Microteaching is defined as a short teaching process

by taking one or two skills to be taught (Paduri et al.,

2017; Remesh, 2013). Microlearning, on the other

hand, focuses on the micro-learning process through

well-planned small modules in short-duration

learning activities (Gstrein & Hug, 2006). This

principle was in line with learning that emphasizes

essential aspects, short duration and can be accessed

anywhere and anytime. The learning process

supported by microlearning-based teaching materials

was an ideal choice to deal with educational changes

after the pandemic period and the characteristics of

students who are dubbed digital natives or digital

natives.

The scenario of the learning process in

microlearning is a framework that allows students or

users to get the information they need (Allela,

2021)The microlearning learning scenario is a

sequence of processes to acquire knowledge. The

learning sequence contains a variety of models that

have a specific purpose (Swertz, 2005). This

sequence includes levels or levels to gain knowledge

that begins with behavioural, emerging, causes,

change and reflection (Peschl, 2006) . Microlearning

has a unique arrangement of learning paths or phases

Contextualizing the Principle of Microlearning to Design Microcontent for English Language Teaching in Post-Pandemic Education

and can be adapted to the desired learning needs. Park

& Kim (2018) suggested three steps of microlearning;

intro, learning and organizing. In the intro phase, the

focus was on content introduction. In addition, a

diagnostic quiz to generate students' prior knowledge

becomes an activity at this stage. In the learning

phase, Park and Kim believed that the learning

situation takes place interactively. Therefore, the

recommended activities are gamification, interactive

videos, quizzes or application demonstrations. And at

the last stage, the focus lies on summarizing learning

activities.

On the other hand, in designing the microlearning

phase, Zhang & West (2020) focused on essential

proof principles. the designed microlearning was

broke down into three different points; introduction,

lessons, and feedback. The introduction emphasized

on attracting students' attention and bringing out

students' learning schemes. In lessons, to teach

practical skills, microlearning lessons provided

timely learning with sufficient information for

participants to learn the skills they need. In addition,

quizzes were delivered in the lesson phase. And in the

feedback, it looks like the conclusion of the whole

activity. Lesson design provided clear feedback on

student activity and progress.

Another learning phase design was proposed by

Lee et al (2021). The design, adapted from Jahnke et

al. (2020), unpacked the phase of microlearning

activity into four main activities; Capture student

attention, Present content, Generate performance, and

Provide feedback and Assess performance. In the first

phase, before starting the micro course, students read

a short text that gives an overview of the course. This

phase, intendedly, helped students understand the

meaning of the topic. Then, the next phase focuses on

how students interact with microlearning lessons.

Students read or interact with interactive information

after recognizing the significance of the topic. The

lesson didn't just feature learning materials; instead,

learners interact with them in a variety of ways. This

was different from ordinary one-way textbooks or e-

books, where students can only read information.

Furthermore, after the interactive lesson and short

exercises, many of which were gamified tasks, were

presented after students have engaged and possibly

mastered the subject. And in the last phase, Students

are given feedback at the end of the microlesson. The

drills applied give them quick automatic feedback on

their performance.

2 METHODOLOGY

This study was qualitatively approached by

employing library research. There were two

objectives of this study; transform the principles of

microlearning into the guiding descriptors of English

learning object materials designing, explore the

relevance of microlearning-based learning object

materials for post-pandemic English language

teaching. The library research was utilized to answer

first and second objectives. In library research, actual

information related to research questions is explored

through source identification (George, 2008). There

are three main things in library research; finding,

sources, and tools. Finding is defined as an effort to

find facts about the information needed and identify

reliable and up-to-date sources. Sources are translated

as evidence of results or synthesized answers from

observations, opinions and all actions of research

results. While the last thing is that the tools in

question are all sources of knowledge. It includes

dictionaries, encyclopaedias, book catalogues and

other materials both printed and electronic (George,

2008).In this study, factual and actual information

about the conceptual framework was obtained from

books and scientific articles.

The first objective was transforming the

principles of microlearning into the guiding

descriptors of English learning object materials

design. The principle of microlearning was analysed

based on three underpinning principles; the principle

of microlearning, the principle of teaching and the

principle of material development. The principle of

microlearning consisted of self-paced learning, bit

sized, focused on one learning objective, and

incorporating various media. The principle of

language teaching comprised Transfer, Reward,

Self-Regulation, Identity And Investment,

interaction, and Languaculture (Brown & Lee, 2015).

Last, The principle of material development

derived from Tomlinson (2012). The underpinning

principle was connected with the stage of learning of

microlearning by the simplification of Peschl(2006),

Allela (2021), and Jahnke et al.(2020). The stages

consisted of schemata activation, content, exercise

and assessment. The second objective was

exploration the relevance of microlearning-based

instructional materials for post-pandemic English

language teaching. The process divided into three

exploration of language teaching in before pandemic,

during pandemic and post-pandemic.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

3 RESULTS

The systematic review of the literature found that the

concepts of microlearning, learning material, and

language learning were all followed in the creation of

microlearning-based learning materials for language

learning. The systematic review of the literature's

findings identified the guiding description for

creating microlearning-based learning materials.

Additionally, the outcome demonstrated the

applicability of the microlearning approach to post-

pandemic education characteristics.

3.1 The Guiding Descriptor of

Microlearning

The Principle of Microlearning

The identification of principle of microlearning came

from the definition by Hug (2005a) which

compromise four main principles; self-paced

learning, bit-sized, focused one learning objective,

and incorporating various media. Based on the

definition of microlearning, there were three main

characteristics; small modules, separated learning

process scenarios and a short duration of learning

time. The first one is bit-sized or small modules.

Small modules can be associated with the term

microcontent or small content that is structured and

cannot be broken down into smaller parts, and also

has a specific focus (Leene, 2006). In more detail,

these definitions turn out to be the main

characteristics of microcontent which are structured,

focused, unbreakable, traceable, and self-sustaining.

This characteristic of microcontent in microlearning

can reduce the effort in compiling long material by

arranging material in pieces of different information

but having a single coherent information unit

(Langreiter & Bolka, 2005b). Beaudin et

al.(2007)argued the design of technology let student

to break larger lesson into smaller part. Buchem &

Hamelmann(2010)saw microlearning as small

learning steps with small chunks of information can

be used for learning in- between and on-demand.

Kerres(2007) determined microlearning lesson as

spilt up into small unit lesson as stand-alone lesson

unit. Based on this principle. The guide descriptors

are:

 The lesson is chipped into small part

 The lesson is in small chunk information

 Lesson is split up into small unit lesson

The next guiding descriptor based on the principle

short time. The duration of time in processing

information in microlearning is relatively short with

the support of the two characteristics mentioned

above; small modules and separate scenarios (Hug,

2005b). The process of preparing scenarios consisting

of small modules or microcontent can shorten the

process of acquiring knowledge (Pusawiro, 2006).

The abbreviation in the microlearning learning

process was carried out based on the process that is

passed in the formation of microcontent by selecting

the focus of the learning outcomes. In addition,

learning with a short duration can be associated with

time constraints in obtaining information (Allela,

2021; Mayer & Moreno, 2003).Bruck et

al(2005)argued the learning module is breaking down

into small part name microcontent. This situation

only needs short time to fulfil the activity. Besides,

Allela (2021)portrayed microlearning as a short time

in order to cope with learner short attention span.

Cole & Torgerson(2017) Typically, micro-activities

are between two to ten minutes each. Based on this

principle. The guide descriptors are:

 The lesson is in the small parts separated by the

phase of learning

 The lesson is delivered in short time activity

 Each lesson is not more than 10 minute to finish

Next is self-paced learning. Self-paced learning

was described as learning that is controlled by the

individual in order to accomplish personal learning

objectives, with the learner having control over the

amount of material consumed as well as the length of

time required to fully acquire the new knowledge

(Inkson & Smith, 2001; Xu et al., 2019). The main

focus self-paced learning was the flexibility student

learning. Flexibility was seen as a significant notion

in individualizing the learning and teaching process,

spanning all actions of learners from admittance to

courses through the completion of the learning

process (Bergamin et al., 2012). The flexibility broke

the limitation of place and time (Demir-Yildiz &

Tatik, 2019; Howard & Scott, 2017).(Carter &

Youssef-Morgan, 2022). The process of

microlearning activity let the student to determine the

pace of learning. The student can freely choose the

lesson structure,(Darren Edge et al., 2011) Student

are allowed to do repetition on visiting the provided

module. The student has own control on the access of

the module to visit anytime.(Beaudin et al., 2007) the

application was designed to meet the feel of the user

whenever they are motivated to do lesson. although

the learner can determinethe lesson they want to

choose, the designer of the microlearning create

lesson in sequence level of learner (Bernhard

Göschlberger & Bruck, 2017). The creator

Contextualizing the Principle of Microlearning to Design Microcontent for English Language Teaching in Post-Pandemic Education

determined the phase of the lesson based on each

objective.

The design of microlearning let the student access

in the gap or spare time(Gabrielli et al., 2017). Small

learning steps with small chunks of information can

be used for learning in- between and on-demand.

(Buchem & Hamelmann, 2010). Based on this

principle. The guide descriptors are:

 Student are able to choose the phase of its

learning.

 Student are able to repeat the lesson module

 Students are able to visit the lesson module

anytime

 Students are freely and no time bound to do the

lesson

 Students are able to choose the lesson

 The lesson phase is determined by the creator of

microlearning based on the objectives of the

lesson.

 Students are free to take the lesson in their

chosen time

 Students are able to use the lesson in every

situation of learning while learning or after

learning

Incorporating various media happened as another

last characteristics of microlearning. As the vast

variety of technology in teaching and learning

activity, the incorporation of those variety led

microlearning elevated into new level.

Microlearning can instantly engage learners and

keep them interested throughout the short course by

using a range of material kinds (Allela, 2021).

(Beaudin, 2007) mobile application. (D Edge, 2012)

adaptive flashcard in mobile application. (Bernhard

Göschlberger & Bruck, 2017) Gamification in

elearning activity. (Simons et al., 2015) health quiz

on mobile application. (Allela, 2021) microlearning

can be on different form such as gamification, quiz,

infographic, video, podcast, flashcard. The guide

descriptors are:

 The lesson can be delivered in mobile

application

 The lesson can be in the form of flashcard inside

mobile application

 The lesson can be delivered in the form of

gamification activity

 The lesson can be delivered in the form of quiz

The Principle of Material Development

Anything created by individuals (authors, instructors,

or students) to convey information, use language to

create experiences, and encourage language

acquisition is referred to as material development

(Tomlinson, 2012). As a result, while creating

instructional materials, it is important to first

determine the needs of the students and take learning

objectives into account. Then, by improving or

tailoring it to better meet the requirements of learners,

they may develop the content. Teaching materials can

be modified and completed by decreasing, adding,

removing, and altering them (Tomlinson, 2012). The

The study related with this principle are: the first is

that the design of learning material may use big

vocabulary flashcard that attracts student attention.

The flashcard has bright design. To enrich the variety,

microlearning can be on different form such as

gamification, quiz, infographic, video, podcast,

flashcard(Allela, 2021). Darren Edge et al.(2011)

design micromandarin app that consisted 2 modes,

dark and light. In the default, the app employs light

mode. It dominantly haswhite colour.To gained

attention, B Orwol(2018) created the content of

microlearning that has the purpose to let the

participant self-assessment through gamification app.

This lead nurse attracted to app. It is also delivered by

(Cates, 2017)which craft the content of microlearning

that apply content and location awareness to engage

user attention.

Furthermore, Bernhard Göschlberger &

Bruck(2017)suggested that the application used some

criteria in assessment quiz to give the level of

achievement. This would lead user to challenge

himself. Besides, Microlearning tasks should provoke

the search for relevant information and discussion.

Darren Edge et al(2011) portrayed it in the design of

Micro Mandarin app that consisted 2 modes, dark

and light. In the default, the app employs light mode.

It dominantly has white colour. The content is so big

and not have too many written texts on it. In related

with principle of learning material that are more at

ease with texts and illustrations,

Allela (2021) suggested that microlearning can

be on different forms such as gamification, quiz,

infographic, video, podcast, flashcard. In the term of

learning material should more relaxed with materials

which are obviously trying to help them. the

microlearning program delivered on the basis to

improve user retention on the new vocabulary related

with house (Beaudin, 2007). The app automatically

aware with the condition. Moreover, to help learner

confidence, Microlearning may let the repetition

activity lead student to gain accuracy of getting better

in vocabulary learning (D Edge et al., 2012).

Furthermore, Beaudin et al.(2007) argued the

application was designed to meet the feel of the user

whenever they are motivated to do lesson. The

student can freely choose the lesson structure . (Carter

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

& Youssef-Morgan, 2022). Next, Micromodules

provide learners with real-life simulations, making it

just as effective as using it in the outside

world(Kerres, 2007). In the term of effect,

microlearning should be able to re accessed to make

knowledge retention last longer(Hug, 2006).

In order to cope with student different learning

style, microlearning, microlearning can be on

different form such as gamification, quiz,

infographic, video, podcast, flashcard(Allela, 2021).

Based the discussion and finding above, the

guiding descriptor related with material development

are:

 The lesson on microlearning is delivered in

attractive design

 The fragmentation of the lesson in

microlearning are suggested to be delivered in

various form

 The microlearning lesson consisted of materials

that has white colour

 the microlearning content should engage student

attention by delivering attractive activity.

 The activity of microlearning assessment should

provide scoring system or level of achievement

 The microlearning content should not have too

many contents on it

 The unit lesson may consist not only text but

also illustration and in the various form of

content.

 The unit lesson needsto use up-to-date

vocabulary or material based on the context

needed

 The unit lesson should let student to repeat the

content

 The content of unite lesson should follow the

context based on the syllabus or curriculum

 The student can select the lesson freely

 The unit lesson provided context of the language

 The unit lesson of microlearning can be

accessed anytime

 The unit lesson is in various object

3.2 Microlearning for Post-Pandemic

Education

Microlearning are in line with the process of future

educational development which is influenced by

aspects of technological development, the direction of

education after the covid-19 pandemic, the

characteristics of learners or digital learners and

changes in the roles and responsibilities of teachers.

During the pandemic COVID-19, the significant

development of education encourages microlearning-

based learning object as major concern for future

learning. According to the report by the Organization

for Economic Co-operation and Development

(OECD, 2021), significant changes have occurred in

school closures and distance education. Distance

education is the main alternative to ensure the

implementation of the learning and teaching process.

In addition, flexibility in the use of existing resources

is supported by central level policies for the

distribution of education during a pandemic. In this

process the existence of technology becomes

essential in education. The internet has become a

supporting factor for the implementation of distance

education during the pandemic. The existence of

internet infrastructure in the implementation of

distance learning or online learning was the

foundation for the successful implementation of

online learning. Education providers must be ready to

face changes by adapting education patterns in the

future (Oyedotun, 2020).

Post-pandemic education is pinpointed on shifting

in type of learning, the use of technology, and

adapting to the characteristics of digital learners. The

sudden shift from face-to-face learning to online

learning during a pandemic, paved the way for hybrid

learning in the post-pandemic period. Srinivasan et al.

(2021) showed that the majority of research

respondents stated that online learning was not a

preference in their learning. In addition, the results

showed that the respondents felt that they had

decreased ability in teaching and learning activities.

However, on the other hand, the experience in

implementing online learning rendered the teacher

want to link face-to-face and online learning with

certain criteria. This was evident from the majority of

respondents also want hybrid learning. It is necessary

to prepare a learning system in dealing with the post-

pandemic period. The period after the pandemic will

be influenced by the emergence of the latest COVID

mutations, which forces educational institutions to be

ready to prepare a learning system that adapts to the

existing situation(UNESCO, 2020). As the result, the

use of technology is the epicentrum of post-pandemic

education.

With technology, education is moving to adapt to

the digital era. The focus on educational changes in

the digital era are on knowledge structure, knowledge

distribution, acquisition of microcontent and micro

knowledge (Hug, 2007). This also should look into

the characteristic of digital learner. The evolution of

technology affects changes in the way of learning,

especially in digital learner (Noguera Fructuoso,

2014). Young people are starting to not be interested

in spending time listening to lectures, because they

prefer to directly use or apply the knowledge and

Contextualizing the Principle of Microlearning to Design Microcontent for English Language Teaching in Post-Pandemic Education

skills acquired (A Buhu & Buhu, 2019). In many

cases they need the option to study anytime and

anywhere, not just in school (Nicholas, 2008). Hence,

the characteristics of Microlearning approach

happened as meeting point of the demand in post

pandemic education. Microlearning attached to short-

time activities, small content and focused learning

goals (Allela et al., 2018; Makhlouf, 2015; Tennyson

et al., 2021). Besides, self-explanatory learning

content turned out to be one of strong feature of

microlearning (B Göschlberger, 2016).

4 CONCLUSIONS

The present study was designed to transform the

principles of microlearning into the guiding

descriptors of Microlearning-based Instructional

Material for English Language Learning. Second, the

study explores the relevance of microlearning-based

learning object materials for post-pandemic English

language teaching. There are two main principles as

the basis to create the guiding descriptor to design

microcontent; the principle of microlearning itself

and the principal material development. As the result

of reviewing literature of those principle, there are

five main focus the principle of short-term, bit sized,

self-paced learning, focused on one objective, and use

various media. While in the term of material

development, the principle derived from the list of

good learning material proposed by Tomlinson.

Moreover, the study explored the relevance of

microlearning-based learning object materials for

post-pandemic English language teaching. The main

factor that concludes microlearning is the Hybrid

Learning, Digital Learner, UNESCO Post Pandemic

Movement, The Use of Technology, and Learning

Loss. Although the study has successfully

demonstrated the guiding descriptor. it has certain

limitations in terms of lack of additional principle

such as the principle of language learning and the

principle of learning media. Another possible area of

future research would be to design microlearning

learning material based on the result of this study.

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