Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
NÚMERO ESPECIAL
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
de la
Educación
Año 12 N° 35
Noviembre - 2021
Tercera Época
Maracaibo-Venezuela
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Microlearning and microteaching: prospects of improvement in
regions within crosscultural education
Selimov Timur Sergeyevich*
Bogoslovsky Vladimir Ivanovich**
Kiseleva Mariya Andreevna***
Zhukova Tatyana Anatolyevna****
Motchenko Anna Nikolaevna*****
ABSTRACT
The research article explores the evolving trends in modern education, which are microlearning
and microteaching. The authors analyze microlearning and microteaching as the most
progressive and up-to-date approach. This article brings up the role of the globalization in the
process of education encompassing crosscultural education. Although micro learning and
teaching embrace many demands of modern learning and teaching, the approaches catering to
the needs of students from different regions, have not been developed yet. Therefore, the main
objective is to demonstrate the opportunities which microlearning offers within crosscultural
education. The authors consider theoretical and empirical review of the literature and a
conceptual framework to be the basic methods. The results obtained can be formulated as
follows: a regional model of the micro-learning education (learning and teaching) with a set of
specific character traits of students to facilitate the ideas of microeducation has been developed.
This article is aimed to discuss the evolvement, current perceptions, basic principles and tools of
microteaching and microlearning; to analyze their efficiency in the modern world and to suggest
its further development through analysis of cross-culturalism in education using Hoffstede's
dimensions including the model for regional program developing within crosscultural education.
KEY WORDS: Microteaching; regionalism; crosscultural education.
*2
nd
year Bachelor degree student, «Foreign Languages and IT» program, Institute of International Education
Moscow State Pedagogical University, Moscow, Russia. ORCID: https://orcid.org/0000-0003-3304-642X
**Professor, Department of digital education, Herzen State Pedagogical University, St. Petersburg, Russia.
ORCID: https://orcid.org/0000-0001-7071-244X
***English Language Teacher, Department of foreign languages and intercultural communication Financial
University under the Government of the Russian Federation Moscow, Russia. ORCID:
https://orcid.org/0000-0001-5911-406X
****PhD in Education, Associate Professor Department of foreign languages and intercultural
communication Financial University under the Government of the Russian Federation Moscow, Russia.
ORCID: https://orcid.org/0000-0002-2184-4814
*****Senior English Language Teacher, Higher school of contemporary social sciences, Department of social
science and management of social processes, Moscow State University, Moscow, Russia. ORCID:
https://orcid.org/0000-0003-2710-2958
Recibido: 12/07/2021 Aceptado: 08/09/2021
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Microaprendizaje y microenseñanza: perspectivas de mejora en las
regiones dentro de la educación intercultural
RESUMEN
El artículo de investigación explora las tendencias cambiantes en la educación moderna, que
son el microaprendizaje y la microenseñanza. Los autores analizan el microaprendizaje y la
microenseñanza como el enfoque más avanzado y actualizado. Este artículo plantea el papel
de la globalización en el proceso educativo abarcando la educación intercultural. Aunque el
microaprendizaje y la enseñanza tienen relación con muchas demandas del aprendizaje y la
enseñanza modernos, los enfoques que atienden las necesidades de los estudiantes de
diferentes regiones aún no se han desarrollado. Por lo tanto, el objetivo principal es demostrar
las oportunidades que ofrece el microaprendizaje dentro de la educación intercultural. Los
autores consideran la revisión teórica y empírica de la literatura y un marco conceptual como
métodos básicos. Los resultados obtenidos se pueden formular de la siguiente manera: se ha
desarrollado un modelo regional de la educación microaprendizaje (aprendizaje y enseñanza)
con un conjunto de rasgos de carácter específicos de los estudiantes para facilitar las ideas de
la microeducación. Este artículo tiene como objetivo discutir la evolución, las percepciones
actuales, los principios básicos y las herramientas de la microenseñanza y el
microaprendizaje; analizar su eficiencia en el mundo moderno y sugerir su posterior
desarrollo a través del análisis del transculturalismo en la educación utilizando las
dimensiones de Hoffstede, incluido el modelo para el desarrollo de programas regionales
dentro de la educación transcultural.
PALABRAS CLAVE: Microenseñanza; regionalismo; educación intercultural.
Introduction
The world is changing as significantly as rapidly. The amount of information needed
for being successful in one's occupation is growing year after year; hence, the matter of the
best way to deliver this information turns up. What does it mean? The question how to teach
and to be taught more efficiently is in the focus nowadays. Out of all models of education,
microteaching and microlearning seem to be the most contemporary one, which fulfills the
demands of the learners nowadays: convenient format of education, efficient use of time spent
on learning and non-stop acquiring useful skills (Bruck, P.,2005; Giurgiu, Luminiţa,2017;
Gona, Sirwan Mohammed, Karzan, Wakil, Sarkhell & Sirwan M. Nawroly, 2018). Moreover,
the process of globalization has covered the sphere of education as well, making it cross-
cultural. The initiatives such as Rasmus, Socrates, Tempus, Usaid, Irex, British Council,
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DAAD, EduFrance that have been launched worldwide can prove this statement. This raises
a question whether microlearning can be used as a part of crosscultural education.
Crosscultural education requires teaching programs - microteaching and microlearning as well – to
be adjusted for students from different regions. Crosscultural education is aimed to accomplish two
goals: to improve efficiency of education by adjusting educational process for the needs of
international learners and to build a community of tolerant learners. There are various models
of cross cultural education, which explain how to perform communication and teaching.
Among them, we can distinguish Hofstede cultural dimensions’ theory.
Today crosscultural education is undergoing a number of major changes which means
that researchers have to respond quickly to the newly emerging challenges. Among those are
the impacts which multicultural processes may have on each region; and the advent of new
educational technologies fostered by specifics of educational programs.
Although this theory of microlearning and microteaching is not concentrated on
crosscultural education only, it gives perspectives for analysis of student's needs all over the
world that may be taken into account in microteaching and microlearning in regions.
Therefore, the question to be answered is the following: how to adjust microteaching and
microlearning in regions for the demands of multicultural society of learners? The aim of the
research was defined by the lack of full knowledge in the field. Thus, the research is expected
to demonstrate the opportunities offered by microlearning in the context of crosscultural
education and develop a set of relevant tools.
1. Methods
The literature review consists of two components: a theoretical and empirical review
of the literature and a conceptual framework. The theories reviewed in this research article
serve the purpose of explaining the problem of study. The empirical studies lend support to
the theories, propose alternate suppositions, and highlight the need for further study. The
conceptual framework identifies obstacles to the instruction of the research plan design. The
research article relies on holistic systematic approach which enables to review microlearning
as an integrated learning process. The structural and functional approach allows for
examination of microlearning as a part of crosscultural education, identification of its main
functions, outlining further prospects for development and areas for improvement.
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2. Results
2.1. What has contributed to the evolvement of micro education (learning and
teaching)?
By the common definition, micro education (learning and teaching) is a process of
learning the material divided into «bite-sized» chunks that usually last no longer than a few
minutes (up to 15), so lessons become much easier to digest and the likelihood of knowledge
retention is increased (Hug, T.,2018; Jomah, O., Masoud, A.K., Kishore, X.P. & Aurelia, S.,
2017). The way micro learning and teaching address short size of learning and teaching
content is made up of fine-grained, interconnected and loosely coupled short learning
activities, determines the focus on the individual needs (Hug, T., & Friesen, N., 2017).
Although microlearning and microteaching are known to be a modern term, it has
deep roots in history. Ancient people drew rock paintings, which were small, but informative
pictures, understandable instantly, illustrating how to make fire or what animals to hunt.
This is the grand-predecessor of microlearning and microteaching.
After that, in Ancient Greece, Socrates presented rhetoric discipline and the art of
making dialogues - the pieces that expressed the idea directly and entertainingly, keeping
the listener engaged. Through the centuries, different scientists such as Plato, St. Thomas
Aquinas, Comenius, J.J Rousseau, and J.F. Herbert B.F. Skinner contributed to Didactics and
more effective performance of the learning and teaching processes. During the twentieth
century among the other scientific breakthroughs, there were some in the above-mentioned
spheres, which gave a boost to the development of what we presently know as microlearning
and microteaching. For example, Leo Tolstoy in his «General notes for a teacher» stated that:
«it is crucial for the content of the lesson to be entertaining and clear for student to
understand it; the reason why the lesson is boring is that the explanation given by the teacher
is too long and boring; it is essential not to let the student's mind to get tired, hence, the
attention span of a certain pupil should be distinguished; the lesson should be in proportion
with the student's level of knowledge - not too easy and not too hard».
In 1954, researches proved that the amount of information remembered in one try
should be limited to make the process of learning more effective. In 1973, Sebastian Leitner
came up with the idea of using flashcards for accelerated and increased learning by spaced
repetition. In 1963, Hector Correa firstly used the term «microlearning» in a book «The
Economics of Human Resources». Then, in 1990-s with the development of IT-technologies
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and the Internet in particular the eLearning was developed, which was the direct
presupposition for microlearning.
Eventually, in the 2010-s, microlearning and microteaching (Clarke, M., 2019)
emerged from e-learning and was announced as the fastest growing trend in education.
Nowadays it is said to be the future of the learning process, since its effectiveness in terms of
fast-flowing and rapidly changing world is considerable.
2.2. Macro vs micro learning and teaching
«Indeed, microlearning often starts life as macro learning, which is distilled and
repurposed to make it micro» (Lynch, 2019).
Macrolearning and microteaching is what we know as traditional learning and
teaching: it involves instructors, coaches and mentors, and long-oriented approaches. We all
have been exposed to macrolearning and macroteaching since school classroom. It is aimed
at forming new skills from sketch, whereas microlearning and microteaching is about
improving the skills the learner has already acquired (Lynch, 2010). Josh Bersin in his article
«The Disruption of Digital Learning: Ten Things We Have Learned» described the learner's
aim when picking macro learning and teaching as «I want to learn something new» and the
learner's aim when picking micro learning as «I need help now». Moreover, he pinpointed
that micro learning and teaching deal more with the problem-based cases and lets the
student go «free sailing» for search of the information needed to solve the problem.
Macrolearning and macroteaching is about another approach, since it engages a lot of
support from tutors, teachers, classes and programs based on feedback and grades that the
student gets (Lynch, 2019). Moreover, when we described macrolearning and macroteaching,
we named a school classroom as the strongest association with this term, but talking about
micro learning and macro teaching we cannot distinguish the exact room or place where it
happens. Why? As far as micro learning and teaching are performed mostly on the Internet
on the websites and in applications (Shail, 2019).
According to the classification published on learningcrafters.com, macrolearning and
macroteaching is likely to be the best at: transformational programs (De Gagne, Jennie
Chang; Hyeyoung; Park, Kate; Hall, Katherine; Woodward, Amanda; Yamane, Sandra & Kim
Sang Suk, 2019) – training people on contemporary topics such as principles of data science,
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design thinking, machine learning etc.; learning to use the organization’s tool - training on
how to use various software and information systems of the organization.
Regarding microlearning and microteaching, this classification states the following:
«updating» knowledge and skills – New SOPs, new workplace practices, product updates
and best practices; performance support – practical knowledge and information on how to
perform specific tasks, delivered just in time; increasing retention (Hug, et al., 2005) –
refreshers, knowledge checks and other spaced learning elements help to increase retention,
even within a wider «macro learning» and «macro teaching» activity.
Another big difference is the time consumption of these different approaches. If micro
learning / teaching usually takes from two to 15 (maximum) minutes, macro learning /
teaching is to take up to hours. Summing up, we can say that there are some clear differences
between these two methods of learning regarding time, approaches, aims and the level of
knowledge of the learner. However, should we oppose microlearning and macro learning and
teaching? Definitely no. They are closely interconnected and if the teacher applies both
methods, it will definitely be fruitful.
2.3. Tools of micro learning and teaching. Principles of micro learning and
teaching content.
What helps micro learning and teaching to be engaging and entertaining is diversity
of different techniques of representing the content. Among them, we can list the following:
videos (short educational videos, video tutorials and how-tos); articles; flash cards;
presentations, short tests, spaced learning blogs, applications, game-based learning and
teaching (Hug, T., & Friesen, N.).
The development of mobile apps and Internet resources gave a boost to development
of micro learning and teaching. Different applications and platforms are widely used to divide
content into «bite-sized chunks» and create an engaging atmosphere. Here are some
examples: biteable – a tool for making short videos; kahoot - the platform that you can create
tests on; quizlet – perfect digital replacement for analogue flash-cards; language drops – good
example how the app can be used for micro learning and teaching; ted-ed – watch brief
knowledgeable videos and acquire new skills.
All of above-mentioned techniques stick to some basic principles of micro learning
and teaching: the content is divided into bite-sized chunks, the content is accessible
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immediately anytime and anywhere (via the Internet); learners should get a specific outcome;
adaptive and personalized learning and teaching is applied. We want to draw attention on
the fact that micro learning is based on personalisation and customisation of learning content
accordingly to the needs different students.
From the authors’ point of view, these principles come accordingly with the basic
principles of micro learning and teaching in general which represent the demands of
millennial learners: customized education; accessible education; on-demand education
within dominoes and co-orientation strategies of cooperation in regions, which provide push
and pass activities.
Scheme 1. Personalization and customization in teaching
2.4. Effectiveness of micro learning and teaching. Why is it proper for modern
learners?
Micro learning and teaching have made a boom in a global society (Shail, Mrigank, S.,
2019). Some specialists reckon that this approach can replace traditional way of teaching,
since it is less time-consuming and more effective. This is still a controversial question,
although some researches have proven the effectiveness of microeducation (learning and
teaching).
In many research studies the authors state the idea on how fruitful micro learning and
teaching are diving seventh grades with approximately same academic performance into two
groups that studied the same subjects for 5 weeks. One group was taught using traditional
Customization
Push activities
Dominoes strategy
Pass activities
Co-orientation strategy
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way and another using micro learning and teaching. The authors stated that: «traditional
learning and teaching group showed 64% passing rate, while Microlearning group’s rate
82%». Therefore, the average difference is 18% with micro learning-group leading. In
addition, the researchers stated, there were no fails observed in micro learning- group, while
in the class taught traditionally the failing rate went up to 36% of the students. Moreover,
there were 5 times less students in a «traditional group» that in a «microlearning group» that
got the top marks.
Sigh, Ravi Pratap proved that micro learning fits the demand of modern learners.
Regarding using micro learning and teaching as an approach for preparing for the final exams,
most learners (93%) found the time invested in learning and teaching, i.e. 10 to 15 minutes
per day, as appropriate. The content was interesting to all learners and 86% enjoyed learning
together in the group. The majority of learners (93%) believed that what they learned was
important for their final exam. All learners stated that they felt well supported by
moderators, had enough opportunities to bring in their ideas, share information and decide
on what, how, when and where to learn. All participants stated they would recommend this
type of exam preparation to their peers.
Adding to that, the efficiency of micro learning and teaching is «dictated» by the
modern world. What difficulties does a modern learner face? At first, a huge amount of
information that is to be remembered. Secondly, complexity and diversity of jobs due to the
constant changes in the world. The need to act flexibly and to change and improve work as
well as other purposeful activities implies a continuous necessity to learn (Sood, Isha, 2018).
In addition, finally, the lack of time is one of the issues in the modern world. According to
pewresearch.com, in 2018 60% of participants of the survey said they sometimes felt like
being too busy to enjoy life and among working parents 56% said it was too difficult to
balance job duties and family time.
Here micro learning and teaching can come in handy. Literature shows that the
anytime and anyplace learning opportunity of mobiles provides several benefits for the
learning and teaching environment like allowing learners and instructors to utilize their
spare time while traveling to finish their homework or lesson preparation. (Bruck, 2005). It
allows to make educational process flexible and self-paced, so students can return to the
mistakes and improve on their previous performance, hence, complex subjects can be
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mastered and give an empowerment of the learner to choose time, place and pace of learning
with personalized learning (Edge, D. et al., 2012).
Next, such micro learning and teaching technologies as flash cards or short videos –
so called «bite-sized chunks» do not require much time and a busy person can continue
learning standing in a queue via mobile devices, for example (De Gagne, Jennie Chang et al.
2019). Finally, regarding the huge amount of information that needs to be aggregated, micro
education (learning and teaching) suggests different on-demand and informative trainings
that do not require a lot of time and can be easily digested by a learner within a short period.
Defining microlearning (teaching) and methods it uses, Isha Sood said: «That makes micro
learning opportunities able to fit into hectic schedules and busy lives without a need to
pause, hoping to resume at a later time… Microlearning and microteaching typically presents
somewhat a casual ambiance, allowing learners to feel that they aren’t forced to commit to
time/place/tools».
Basically, micro learning and teaching can be applied in every occupation: from
teaching students to teaching specialists. To sum up, micro learning and teaching cannot
completely replace traditional learning, it is and effective tool which fits the demands of
modern learners and helps to gain considerable outcomes in academic performance and
acquiring new skills. We can list the advantages of this technology: personalized (self-
paced), timesaving, always accessible, engaging.
In conclusion, it should be noted that microlearning is not a completely new
technology in the field of education. However, it has not been actively employed in the
educational process. The relevance of the research is highlighted by the lack of studies
compared to the previous attempts to identify the meaning, advantages and further prospects
which the technology in question offers, including the use of the microlearning as a part of
cross cultural education.
3. Discussion
3.1. How further development of microeducation may be performed
Although applying micro learning and teaching demonstrate considerable results in
students' academic performance, it is an evolving trend and there are some aspects that are
to be improved to make an educational process more fruitful (Soula et al, 2017).
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In this article we have pointed out that one of the micro learning and teaching concepts are
customization and personalization in the meaning it can be adjusted for the needs of the students from different
ethnic groups to fulfill the demands of the students personally and pursue the aim of cross-cultural education.
This adjustment can be successfully made due the high level of flexibility in most tools used
for micro learning and teaching and modern technologies and researches, including Geert
Hoffstede's cultural dimensions, which are aimed at the analysis of multicultural society.
Another important tendency in the world education is globalization,
internationalization and cross-cultural education. According to that, we can see that micro
learning and teaching as a customized and a personalized approach should take into account
demands and personal traits of students all over the world. How to succeed in it? Cross-
cultural education is the approach in education that is aimed to uniting students from all
over the world. The goal of this education is to prepare future citizens who will learn to
confront critically and resist the mechanisms of manipulation, which create prejudice and
stereotypes, to participate dynamically in decision making and in shaping their lives, to work
individually or in groups to resolve social problems and improve the quality of life in their
society and in the world. Thus, development of cross-cultural education is rather a necessity
today, since it represents a key factor for efficient interaction and quality coexistence of
members who culturally differ. Therefore, intercultural education plays special role in
pluralistic societies.
As principles that may help in developing an open world community, increase the
effectiveness of study, distinguish the following developing principles, and develop a regional
microeducation program based on these principles: learning a foreign culture is, in fact,
always a «two-way» process, with both groups affecting each other; communication between
cultures contributes to changes within them, and it is a sort of «exchange» – readiness for
responding to the presence of other forms of life; each form of exploring different cultures is
also an opportunity to «explore one’s own» culture.
Edward Dennehy in his work «Hofstede and learning in higher level education: An
empirical study» conducted a research to find out whether Hoffstede's model can be applied
for analysing needs and attitudes towards education of students from different regions of the
world. Although there were not many clear differences between students from different
regions distinguished, the study showed us that this approach in analysis may be used and it
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needs further empirical research. It may be supposed that applying Hoffstede's cultural
dimensions could increase the outcomes of the micro learning and micro teaching process in
the regions also.
From the authors of the current research point of view, microeducation (learning and
teaching) is closely interconnected with the personality of each student, since it pays close
attention to the personal traits of the learner (in particular, for adjusting learning and
teaching strategies, pace of studying and the aims of study). The following may be suggested:
micro learning and teaching process, which has embraced the learners and teachers
worldwide, might be improved if the needs of students from different countries will be
analyzed and systemized. This may be performed using Hoffstede's cultural dimensions. As
an outcome of such study we may gain a better overview on the demands of learners and teachers from all over
the world and an understanding what approaches, forms of content and techniques are to be applied to gain
better outcomes on two levels:
- to provide a regional model of the microlearning education (learning and teaching);
- to provide a set of some specific character traits of students to develop the ideas of micro-
education (learning and teaching) within the overview of students’ cultural differences.
There are some specific character traits of students from different regions according
to Hofstede and we need to distinguish and consider them when working out
recommendations for micro learning and teaching to enhance students' performance. In the
following table, we can see some recommendations for the improvement of learning and
teaching process (the second and the third column) which are based on the Hoffstede's
dimensions.
Table 1. Overview of students' differences
Dimensions by G.
Hofstede
Specific
personal traits
Updating
knowledge and
skills
Tools
Individualism
(High)
Students are
more likely to
speak than to
listen; «I» -
oriented
approach;
Performing in
groups; team-
building
Group-quests,
creating content
in small groups
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(Low)
«learn how to
learn» approach
Students are
more likely to
listen than to
speak; «We» -
oriented
approach;
«learn how to
do» approach
Performing
without strict
group-approval;
ability to speak
up; passion for
self-education
Quizzes with
clearly
distinguished
winners,
creating top-
charts of the best
students
Masculinity
(High)
(Low)
Distinctive
division of male
and female
roles; male
students are
supposed to be
assertive and
tough; female
students are
supposed to be
tender;
students may
be afraid of
making
mistakes;
students are
competitive
and there is a
clear strive to
be the best
No distinctive
division of male
and female
roles; failing is
considered as a
minor accident;
students are
modest and
understate
their personal
achievments
Orientation not
only on
materialistic
values, but also
on respect for
modesty;
accepting others'
mistakes;
creating friendly
environment
Ability to be
proud of your
own achievments
Cheering
students even
after their
failure; lessening
comparing one's-
self with others
Activities aimed
to build a
«leader-spirit» in
students
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Uncertainty
avoidance
(High)
(Low)
Students want
to feel sure that
they will be
given a clear
answer in the
end and all
mistakes will
be corrected by
a teacher;
students are
afraid of
ambiguous
tasks; clear
schedule and
instructions
during the
lessons are to be
applied
Students are up
to explore the
learning
content on their
own, even if the
question may
be open-ended
Ability to do
open-ended
tasks; passion to
explore new
things and think
out of box
Being aware of
inability to solve
some tasks
Encouraging
students to use
trial-and-error
method; less
emphasis on the
marks
Encouraging of
initiative and
soothing in case
of failure
Conclusion
To sum it up, the authors analyzed the evolving educational technology - micro
learning and teaching. According to the previously stated information and the tendency in
the world education – cross-cultural education – we have assumed that micro learning and
teaching could be improved if a closer attention would be drawn to the personal needs of
students form different countries of the world. Basing on this theory, the model of improving
micro learning and teaching has been developed, which would include analysis of needs of
learners from different countries based on Hoffstede's cultural dimensions, aggregating and
systemizing the information, distinguishing common features of learners from different parts
of the world and developing further steps for arranging educational process which would be
more effective than it is now. In the position one, the further steps within the research are
represented. At this point we have established the theory that micro-education (learning and
teaching) may be improved with the techniques of cross-cultural education implemented.
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In the position two, the first attempt for making recommendations (a model and a set
of some specific character traits) for further development of micro learning and teaching
model in regions in the context of cross-culturalism was made. Thus, we have distinguished
the most characteristic personal traits for the students of different Hoffstede's dimensions,
made an analysis of what knowledge and the representatives of different groups and what
tools are to be used to accomplish our aim may acquire skills. The represented
recommendations that would help build more tolerant society, since the cultural distance
between the students from different dimensions will be lessened if they learn and accept each
other's cultural features. We believe, that the efficiency of education will be improved, since
learners would become more intelligent, broading their horizons with knowledge about
different nations and people from all over the world in regions.
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