Can microlearning strategy assist students’ online learning?

Abstract

The development of information and communication technology leads to the need for learning concepts and strategies following current conditions. In the higher education system, it is essential that educators must carefully consider the learning strategies of students' learning styles and cognitive loads. This study explores how microlearning strategies are applied to online learning to mediate students' cognitive load. It applies a qualitative approach by involving 45 students in the student mobility program who volunteered to participate in the research process. The data were collected through questionnaires, interviews, and document analysis of student learning outcomes. They were then validated by triangulation and analyzed by following an interactive data analysis model on applying microlearning strategies in online learning. The results showed that microlearning is an effective strategy to mediate students' cognitive load in online learning curriculum development. It can be seen from students' low intrinsic and extraneous cognitive load, resulting in a germane cognitive load shown in learning outcomes that fall into the nearly excellent category.