Instructional Design of the Micro-learning Framework in Educational Programs: A Scoping Review Study
Introduction: This study aimed to review the instructional design principles and learning flow frameworks that underpin the microlearning approach. The study aimed to identify the key principles that should guide the design of content and instructional flow in the microlearning framework. Method: Th...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Shahid Sadoughi University of Medical Sciences
2025-02-01
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| Series: | Journal of Medical Education and Development |
| Subjects: | |
| Online Access: | http://jmed.ssu.ac.ir/article-1-1515-en.pdf |
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| Summary: | Introduction: This study aimed to review the instructional design principles and learning flow frameworks that underpin the microlearning approach. The study aimed to identify the key principles that should guide the design of content and instructional flow in the microlearning framework.
Method: The present study is a scoping review. A comprehensive search was performed using relevant keywords, including "microlearning," "instructional design," "micro-content," and "learning flow," in the PubMed, Google Scholar, and Scopus databases, without any time restrictions. The inclusion criteria were studies discussing principles for designing and implementing microlearning approach.
Results: The literature review revealed that two distinct frameworks are essential for designing effective microlearning content: "microlearning content design" and "microlearning flow design." Microlearning content design focuses on educational materials development, whereas microlearning flow design centers on the organization of learning content to facilitate optimal learning outcomes.
Conclusion: The findings of this study suggest that microlearning content design should incorporate interactive content, chunked courses with a single learning objective, and concise time frames. Furthermore, the learning flow principle should be guided by a social-supportive structure, varied media formats and immediate feedback. Moreover, the use of cognitive load theory strategies, and multimedia learning principles to create an effectual microlearning framework for faculty development suggest. |
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| ISSN: | 2251-7065 2251-8266 |