Keyword: «microlearning»

Microlearning is a modern trend that is rapidly gaining popularity not only in the field of corporate training, but also in the educational system. However, the lack of a systematic discussion and different approaches to defining this concept make it difficult to develop effective methodological solutions. The purpose of this article is to determine and shape the key principles of the implementation of microlearning for teaching foreign languages under the framework of the competency-based approach as the one guiding educational organizations. To solve this problem, theoretical and empirical research methods are used: analysis of relevant publications and world trends in the context of the digital transformation of education; comparative analysis of the basic elements of the concepts under consideration to determine their compatibility. Reviewing publications, the article compares both the developed concept of the competency-based approach that dominates modern education and the concept of microlearning, which has recently increased the pace of its development. As a result of the study, a matrix of compliance of the basic characteristics of microlearning with the principles of the competency-based approach was compiled and the principles of microlearning were formulated: the principle of self-sufficiency of micromodules; the principle of focusing; the principle of subjective time; the principle of interactivity; the principle of digitalization and mobility. A significant degree of compliance of the microlearning concept with the competency-based approach allows us to draw a conclusion about the applicability of microlearning in educational organizations at different levels (in particular for learning foreign languages). However, there are also contradictions that arise at the stage of practical implementation of the microlearning concept elements into the learning process at a university. To the greatest extent they refer to the principles of self-sufficiency of micromodules, subjectivity of time, and interactivity, which is due to the factors enveloping the process of learning in educational organizations. Prospects for further research are the search for methodological solutions and didactic resources that correspond to the previously mentioned principles, and their implementation in teaching practice.

The development of microlearning is associated with pandemic and post-pandemic changes and trends in higher education system, as well as the characteristics of the modern world: VUCA-reality, shortage of attention span, development of neuroscience, request for corporate training, obtaining specific, targeted skills and knowledge. These characteristics are clearly expressed in the connection of microlearning with mobile learning and computer-mediated learning. The objective of the article is to describe some techniques in microlearning that can be used to increase the efficiency of the educational process for students of language specialties. Some techniques are well-known and widely used. A little emphasis on their implementation or adjustment of assignments can optimize understanding of the material. Elements of microlearning can be part of both classroom and extracurricular activities, and can represent required and optional components of the learning process. The presented techniques are based on the authors’ experience, and are also the result of scientific and methodological analysis of literature on the research topic. The analysis of the research topic publications shows the following dominant features: close connection between microlearning and mobile learning; connection of microlearning with specific topics, splitting large blocks into smaller ones; the research material is available at any time and anywhere; microlearning can be integrated into the process of classical learning, etc. Visualization is an important modifier of the microlearning concept, so there is an active use of presentations, mind maps, diagrams, tables and emoticons. For the purpose of creating ideal conditions for the realization of students' potential abilities, various online platforms are used, in particular, the Telegram platform, chatbots, alternative methods of presenting material, flash cards, scrapbooking, etc. The theoretical significance of the study is related to the synthesis and generalization of the existing scientific groundwork on microlearning, its application in the context of higher education. The described techniques are used with students of language specialties at Chelyabinsk State University. The conclusions provide generalized information on the considered topic.

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.