Keyword: «learning-on-the-go»

Despite the long period of development of modular and computerized learning ideas, the concept of microlearning is largely a product of modern times, which meets the requirements of social interaction, the lifestyle of a modern person and the specifics of individual’s cognitive processes. The concept of microlearning is being actively developed by businesses due to specific conditions of organizing training activities in companies. However, researchers note an increasing number of attempts to adapt microlearning by educational organizations (the higher educational institutions in particular) after the period of the COVID-19 pandemic. The relevance of the research is indicated by the high probability of transforming microformats adaptation by universities into a systematic approach to teaching in the future. At the same time, researchers point out the necessity of developing a new didactic model, transforming of educators’ methodological thinking, changing the role of a teacher, and shift teaching style to moderating students’ activities. Therefore, the aim of this research is to outline various ways of implementing the concept of microlearning. The study carried out a comparative analysis of different types of microlearning (bite-sized learning, nano-learning, subscription learning, capsule learning, learning-on-the-go). The information about these types of microlearning was obtained from the business community and experts in the field of microlearning, as well as scientific publications of Russian and foreign researchers in the field of foreign language education based on microlearning and modern educational technologies. The results of the analysis are presented in the table of key characteristics of the mentioned types. The list of description criteria includes: structures, key benefits for students, content design features, content accessibility, feedback, and studying period. Also, we come to the conclusion that "microlearning" becomes an umbrella term for a group of approaches to content design, interaction with students, and learning process organization. Additionally, the polysemy of "content accessibility" (in Rus) in the context of microlearning is noted. It refers to a) content accessibility by means of electronic devices; b) a clear explanation of the subject as briefly as possible. The next step of the research was to analyse the types of microlearning according to the previously indicated criteria in terms of foreign language education at a university. It reveals that bite-sized and mobile learning meet the conditions of university education to a high degree. The study could contribute to finding methodological solutions how to adapt microlearning for teaching foreign languages in higher educational institutions.