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Microlecture

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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]

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