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Design of a micro-learning framework and mobile application using design-based research.
PeerJ Comput Sci
March 2023
Graphic Design Department, Universidad del Norte, Barranquilla, Atlantico, Colombia.
Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today's students' approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand for small chunks of information, and time constraints. Hence, it has been selected for creating reading mobile applications provided to the nature of its learning approach.
View Article and Find Full Text PDFReflections on microlearning in the social media age.
Med Educ
March 2023
Department of Infectious Diseases, University Hospitals Sussex, Brighton and Hove, UK.
Acceptability and Impact of an Educational App (iCare) for Informal Carers Looking After People at Risk of Pressure Ulceration: Mixed Methods Pilot Study.
JMIR Form Res
September 2022
School of Health & Psychological Sciences, City, University of London, London, United Kingdom.
Background: Pressure ulcers are areas of skin damage resulting from sustained pressure. Informal carers play a central role in preventing pressure ulcers among older and disabled people living at home. Studies highlight the paucity of pressure ulcer training for informal carers and suggest that pressure ulcer risk is linked to high levels of carer burden.
View Article and Find Full Text PDFFeedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-based Microlearning Course.
J Cancer Educ
December 2022
Department of Radiation Oncology, University of Toronto, Toronto, ON, M5T 1P5, Canada.
Feedback delivery and training have not been characterized in the context of academic cancer centres. The purpose of this study was to assess the feasibility and utility of a microlearning course based on the R2C2 (Relationship, Reaction, Content, Coaching) feedback model and characterize multidisciplinary healthcare provider (HCP) perspectives on existing feedback practices in an academic cancer centre. Five HCP (two radiation oncologists, one medical oncologist, and two allied health professionals) with supervisory roles were selected by purposive sampling to participate in a prospective longitudinal qualitative study.
View Article and Find Full Text PDFTowards Post-pandemic Transformative Teaching and Learning: Case Studies of Microlearning Implementations in two Post-secondary Educational Institutions.
SN Comput Sci
May 2021
Faculty of Science and Engineering, University of Nottingham Ningbo China, Zhejiang, 315100 People's Republic of China.
The recent COVID-19 pandemic has presented challenges to post-secondary education, including that campuses have been closed, removing face-to-face instruction options. Meanwhile, this crisis has also presented unique opportunities to create a "tipping point" or conditions that foster innovative teaching practices. In light of such a "danger-opportunity," the feasibility of introducing microlearning (ML), a technology-mediated teaching and learning (T&L) strategy, has recently been revisited by some institutions.
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