Microlecture

The term microlecture refers to short-form instructional content for online and mobile learning, that is typically 60 seconds to three minutes in length.^[1]

When used in flipped classrooms, which aim to reduce in-class lectures, microlectures are often tailored to student progress based on the results of quizzes or other formative assessments.^[2]

According to Matt Crosslin, an instructor at University of Texas Rio Grande Valley, microlectures follow a constructivist approach.^[3]

David Penrose, an instructional designer and eLearning consultant at San Juan College, has articulated the process for creating microlectures.^{[1][4][5][6][7]}

These lectures are combined with specific activities designed to promote the epistemic engagement of the learner.^{[citation needed]}

The response of the higher education community was mixed, with some positive^{[8][9][10][11]} and some negative.^{[12][improper synthesis?]}

The interest surrounding the use of microlectures has continued to grow, even outside of the United States, to places like Hong Kong University,^[13] Yantai Nanshai University,^[14] Liaoning Police Academy, and East China Normal University.^[15] In the United States, the use of microlectures are even considered a part of the Pandemic Response Plans.^[16] Additionally, even scholars at schools like Princeton University (Humanities Resource Center),^[17] UNC's School of Government,^[18] Humboldt State University,^[19] University of West Florida, and University of Illinois Urbana-Champaign support the importance of an innovative teaching-learning approach for learners in the 21st century.^{[citation needed]}

See also

• Instructional design
• Microcontent
• Microlearning
• Online learning