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INTRODUCTION
What do quizzes, gamification, infographics, and videos all have in common? They can all be prepared in bite-sized chunks of information. Such forms of multimedia capitalize on presenting information in short segments of information. Furthermore, with media platforms such as Twitter, Facebook, and Instagram so heavily accessed, many people are becoming more readily accustomed to receiving and processing small chunks of information. Microlearning, lauded as one of the fastest growing online learning trends for 2018, also captures student attention by sharing short bursts of information to more readily engage learners (Anand, 2018). Microlearning focuses on one learning concept at a time and presents bite-sized bits information meant to be consumed in a short period of time through a technology-based medium. The format microlearning takes will vary situationally according to learner content and the instructor's choice in tech tools, but it often surfaces in the form of short videos, tutorials, games, podcasts, graphics, or quizzes.
The reasons microlearning works are rich and varied, starting with the idea that processing bite-sized bits of content may increase information retention by 20% (Giurgiu, 2017). In addition to reducing cognitive load, microlearning also is largely beneficial because of its accessibility as it is most often technology-based and therefore available on any smartphone, tablet, or computer (Perry, 2017). In fact, the inherent mobility of microlearning increases the likelihood of students engaging in the learning activity due to its ease in accessibility (Dingler et al., 2017). Finally, microlearning has been found to increase conceptual understanding while also being the stimulus for intrapersonal growth by enhancing student self-expression and providing more meaningful opportunities for social interaction among students (Brebera, 2017). Clearly, the many advantages offered through microlearning can benefit students in mixed and worthwhile ways.
PRESENTING BITE-SIZED LEARNING
The creation of a microlearning activity should foremost focus on one learning concept at a time. To put this into context, present theories of instructional design note that the micro level of instructional design reflects the construction of a single lesson, the meso level depicts the course objective, and the macro level of design reflects the program or school curriculum (Kerres, 2007). To illustrate, consider how a microlesson on thesis statements contributes to the meso and macro levels of instructional design (see Figure 1).