Two Patterns of Practice Activities and Applied Tasks (Individual - Collaborative) with Mobile Microlearning in the Blended Learning Environment and their Impact on Achievement and Development of Decision-Making Skills for Choosing Learning Resources at Designing Educational Situations for Student Teachers with Special Needs and their Satisfaction with them

Document Type : Original Article

Author

Educational Sciences, Educational Technology, Faculty of Sciences for Special Needs

Abstract

The Current research aims to reveal the effect of designing Mobile Microlearning units with two patterns of practice activities and applied tasks (individual - participatory) in the Blended Learning Environment on achievement and development of decision-making skills for choosing learning resources for student teachers with special needs and their satisfaction with them, and Both the descriptive analytical, the developmental, and the quasi-experimental approaches were used. The research sample included (47) students in The 2th level of the Faculty of Special Needs Sciences who were divided into two experimental groups. The first (n = 23) practiced activities and tasks individually and the second (n = 24) practiced these activities and tasks collaboratively (think - pair - share), and a mobile application was designed for Mobile Microlearning units with two patterns of practice activities and applied tasks (individual - participatory) by using El Gazzar's model (2014) for educational design. the derivation of design standards, and the research tools represented an achievement test, the scale of decision-making skills for choosing learning resources, and the product evaluation card to measure both the cognitive and applied aspect of decision-making skills according to El Shaare model (2005) for technological decision-making, and the scale of learning satisfaction, and the results showed that the effective impact of each of the individual and collaborative practice of activities and applied tasks on achievement, decision-making skills and student-teacher satisfaction, and recommended conducting future researches

Keywords

Main Subjects


Abou Naaj, et al. (2012). Evaluating Student Satisfaction with blended learning in  a Gender- Segregated Environment , Journal  of Information Technology Education Research ,11(1), 185-200.
Ahmad, N., (2017) .Video Podcast as A Micro-Learning Tool in a Blended Learning Environment, E-Leader International Journal.1( 12),1-7.
Ahmad, Nauman. (2018). Effects of Gamification as a Micro Learning Tool on Instruction. E-Leader International Journal, 2(13), 1-9.
Ahmad., & A, Ali. (2011). Key Factors  For determining Students’ Satisfaction  In Distance Learning Courses. A Study of  Allama  Iqbal Open University. Contemporary Educational Technology, 2(2), 118 -134.
 Allela et al.(2019). Evaluating The Effectiveness of A Multimodal Approach to The Design and Integration Microlearning Resources In -Service Teacher Training, Pan-Commonwealth Forum, 9-12 September 2019, Edinburgh, Scotland,1-9, Retrieved At 17/2/2020, http://dspace.col.org/handle/11599/3272
Allencomm. (2017), MICROLEARNING TECHNIQUES, Driving Results by Empowering Learners, training company, Available At  https://cdn2.hubspot.net/hubfs/1457752/Allencomm/Content_Asset s/Microlearning-Ebook-Allencomm.pdf
Alonso, et al.(2006). From microcontents to micro-learning objects – which semantics are required? (Semantics for Microlearning) . In Hug, T., Lindner, M., & Bruck, P. A. (Ed.). Micromedia and E Learning 2.0 :Gaining  The Big Picture. Proceedings of Microlearning  Conference 2006, 295- 303. Innsbruck,  Austria: Innsbruck University Press
Alonso, C. et al. (2019). The Impact of Both Individual and Collaborative Job Crafting on Spanish Teachers’Well-Being. Education Sciences Journal, 9(74). 1-9.
Alqurashi,  E.(2017). Microlearning: A Pedagogical Approach for Technology Integration. The Turkish Online Journal of Educational Technology, Special Issue for IETC 2017.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148.
Alraghaib, H.K.H., Elgazzar, A.E. and Nouby, A.M. (2015) Sequential Design vs. Integrated Design of Blended Learning of Informatics Subject Matter: Is There Any Effectiveness in Developing Cognitive Achievement and Achievement Motivation among Kuwaiti Female Secondary School Students. Open Journal of Social Sciences, 3, 31-39. http://dx.doi.org/10.4236/jss.2015.32006
Ameri G., & Alhossaini, M. (2017). Long-term Effects of Collaborative Task planning vs. Individual Task Planning on Persian Speaking EFL Learners’ Writing Performance. Journal of Research in Applied Linguistics, 8(1),146-164.
Arkin.,A. (2018). Integrating Blended Learning Tools into University Courses: A Survey of Student Perceptions. In the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 117-124
Astudillo M. (2020) The Blended Learning Pedagogical Model in Higher Education. In: Martín-García A. (eds) Blended Learning: Convergence between Technology and Pedagogy. Lecture Notes in Networks and Systems, (126). Springer, Cham. https://doi.org/10.1007/978-3-030-45781-5_7
Avery, Alex (2016). What is the Impact of Blended Learning Including Micro-Learning on Manager Learning and Behavior Change vs. Impact of Classroom Learning?. ? Retrieved [9/3/2020] from Cornell University, ILR School site: http://digitalcommons.ilr.cornell.edu/student/100, Spring 2016
Baglama, et al. (2017). Can Infographics Facilitate the Learning of Individuals with Mathematical Learning Difficulties?. International Journal of Scientific Study, (5 ) 7, 25-31.
Baldwin, E.K.(2005) . Key Steps to Implement A Successful Blended Learning Strategy , Industrial and Commercial Training, 38(3) , 156-163.
Bayyurt & Kerestecioğlu. (2018).Effective Use of Online Tools in Engineering Classes. In the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 97-101.
 Behringer, (2013). Interoperability Standards for Microlearning, Microlearning Conference 7.0, Stift Goettweig (Austria), 26.-27.September 2013.
Bekmurza A. & et al. (2012). Microlearning of web fundamentals based on Mobielearning. International Journal of Computer Science Issues, (9)6, 148-150.
Beutner, M., & Pechuel, R. (2017, March). Micro Units–A New Approach to Making Learning Truly Mobile. In Society for Information Technology & Teacher Education International Conference (pp. 744-751). Association for the Advancement of Computing in Education (AACE)
Beverly E. (2012). Using Web 2 and Social Networking Tools in the K-12 Class Room. Neal-Schuman, Chicago.
Brandler,& Peynircioglu (2015). A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals, Journal of Research in Music Education, 63 (3),281-297.
Bruck et al ,(2012). Mobile Learning with Micro-content: A Framework and Evaluation. 25th Bled E-Conference dependability: Reliable and Trustworthy E-Structures, E-Processes, E-Operations and E-Services for the Future, June 17- 20, 2012; Bled, Slovenia.
Boller, S. (2015). e Myth of Microlearning.
Bonwell, C. (2014). Active Learning:  Creating Excitement in The Classroom. Retrieved from  http:// wwwvdac.purdue.edu/let. HBCU/ documents/ Active_ Learning_Creating _Excitement_ in _The _Classroom.pdf
Buchem  & Hamelmann.(2010) . Microlearning: a strategy for ongoing professional development. eLearning Papers, www.elearningpapers.eu .             N. 21, September 2010 ,ISSN 1887-1542, 1- 15.
Chandra, R.(2015).Collaborative Learning for Educational Achievement. Journal of Research & Method in Education, (5)3, 04-07.
Charles, C.(2014).Active Learning Creating Excitement In The Classroom.
 Chen, H. & Emily, D. (2011) Experience-Based Language Learning through Asynchronous Discussion. Eric, No: Ed4900123.
 Chen, S.& Chang, L. (2016).The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 4( 53), 458–471
 Commissiong ,M. A.(2020). Student Engagement, Self-Regulation, Satisfaction, and Success in Online Learning Environment. Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education, Walden University
Diaz Redondo, et al.,(2021). Integrating micro-learning content in traditional e-learning platforms . Multimedia Tools and Applications,80, 3121–3151.
Dobao, Ana (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work . Journal of Second Language Writing, (21)1, 40–58
DreamboxLearn. (2013, May 7). Five benefits of blended learning [Web log post]. Retrieved from http:// www.dreambox.com/blog/five-benefits-of-blended-learning#sthash.GFzwZkKu.dpuf
Eisenfuhr, F. (2011). Decision making. New York, NY: Springer.
 Fakomogbon & Bolaji . (2017)  . Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment. Journal of Contemporary Educational Technology, 8(3), 268-279.
Gasparini, A., (2018). Create a Blended LearningSpace with Whatsapp. In Blended Learning in the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 76-83.
Glahn C., et al.. (2015) Beyond Delivery Modes and Apps: A Case Study on Mobile Blended Learning in Higher Education. In: Conole G., Klobučar T., Rensing C., Konert J., Lavoué E. (eds) Design for Teaching and Learning in a Networked World. Lecture Notes in Computer Science, ( 9307). Springer, Cham.
Göschlberger & Bruck (2017). Gamification in Mobile and Workplace Integrated MicroLearning. In iiWAS ’17: The 19th International Conference on Information Integration and Web-based Applications & Services, December 4–6, 2017, Salzburg, Austria. ACM, New York, NY, USA,  https://doi.org/10.1145/3151759.3151795
Graham, C.R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J.Bonk & C.R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, JosseyBass/Pfeiffer.
Halbach & Solheim. (2018). Gamified Micro-Learning for Increased Motivation: An Exploratory Study. 15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2018)
Harasim, L. (2002). What makes online learning communities successful? The role of collaborative learning in social and intellectual development. In G. Vrasidas, & Glass, Cumnt Perspectives in Applied Information Technologies :Distance Education and Distributed Learning (pp. 181-200). Greenwich: CT: Information Age Publishing, Inc
Hanus M.D.& Fox J. (2015), Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance, Computer & Education, 80, 152-161
Holliman, R. , Scanlon, E. (2006) Investigating cooperation and collaboration in near synchronous computer mediated conferences. Computers and Education. (46), 322-335.
Hosseini et al. (2020). Flipping Microlearning-based EFL Classroom to Enhance Learners’ Self Regulation. Language Teaching Research Quarterly. 20, 43–59
Huang, Y., et al. (2014). A Jigsaw-based Cooperative Learning Approach to Improve Learning Outcomes for Mobile Situated Learning. Educational Technology & Society, 17 (1), 128–140
Hug, T.(2005). Micro Learning and Narration Exploring possibilities of utilization of narrations and storytelling for the designing of “micro units” and didactical micro-learning arrangements. 4th International Conference : Media in Transition , May 6-8, 2005, MIT, Cambridge (MA), USA
Hug, T., Lindner, M., & Bruck, P. A. (2005). Microlearning: Emerging concepts, practices and technologies after e-learning. Proceedings of Microlearning, 5(3).
Hug, T. (2010). Mobile Learning as ’Microlearning’. International Journal of Mobile and Blended Learning, 2(4), 47-57. Doi: 10.4018/jmbl.2010100104
Jabr, R. (2016). Infographics: Students Presenting Information in Bytes. TESOL Arabia, 24(1), 33- 35.
Jahnke, et al.(2020). Unpacking the Inherent Design Principles of Mobile Microlearning. Journal of Technology Knowledge Learning  25, 585–619.
Janczak , D. (2018). Blended learning in primary school - looking for a new school formula. In Blended Learning in the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 42-45
Jena, A., et al. (2018). Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners. I-manager’s Journal on School Educational Technology, 13(4), 20-34
Kadhem, H. (2017). Using Mobile Based Micro Learning  to Enhance Students Retention of IT Concepts and Skills. International Conference of Knowledge Engineering and Applications .
Kamilali, D. & Sofianopoulou, C.( 2015). Microlearning as Innovative Pedagogy for Mobile Learning in MOOCs.  Paper presented at The 11th International Conference Mobile Learning , Madeira, Portugal, 14-16, Organized by the International Association for Development of the Information Society (IADIS),127-131.
Kamilali, D., and Sofianopoulou, C. (2013). Lifelong Learning and Web 2.0: Microlearning and Self Directed Learning. Proceedings of EDULEARN13 Conference. Barcelona, Spain, 0361-0366.
 Kapp & Defelice ( 2019). Microlearning: Short and Sweet. Press by ASTD American Society for Training and Development‏.
Karsak,O. & Orhan,F. (2014).The effect of using cooperative and individual weblog to enhance writing performance. Educational Technology & Society, 17(4), 229-241
Kaur, B.(2019). Blended learning: A much faster and effective way for student’s progress. International Journal of Applied Research , 5(8), 427-430
Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306-314. https://doi.org/10.1016/j.chb.2008.12.008
Kim & Park.(2018). A Design and Development of micro-Learning Content in e-Learning System. International Journal On Advanced Science Engineering Information Technology, 1 (8 ), ISSN: 2088-5334
Kim, Y. (2008). The Contribution of Collaborative and Individual Tasks to The Acquisition of L2 Vocabulary. The Modern Language Journal, 92, 114-130
Kintu &  Zhu. (2016). Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University. The Electronic Journal of e-Learning,(14) 3, 181- 195.
Kirschner, F., et al. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306-314.
Klimova, Bl ( 2017). Mobile Phones and/or Smartphones and Their Apps for Teaching English as Foreign Language. Education and Information Technologies. 1-9.
Knight, A& McNeill, K. (2015). Comparing Students' Individual Written and Collaborative Oral Sociocentric Arguments, International Journal of Environmental and Science Education, 10 (5),623-647
Kramarski, B., and V. Dudai. (2009). Group-metacognitive Support for Online Inquiry in Mathematics with Differential Selfquestioning. Journal of Educational Computing Research 40 (4), 377–404.
Lam, J. (2015). The Student Experience of A Blended Learning Course In Hong Kong. International Journal of Technical Research and Application 20, 04-13
Lee et al. (2021).Mobile Microlearning Design and Effects on Learning Efficacy and Learner Experience. Education Technology  Research Development , Available At   https://doi.org/10.1007/s11423-020-09931-w
Lee, J (2014).An Exploratory Study of Effective Online Learning: Assessing Satisfaction Levels of Graduate Students of Mathematics Education Associated with Human and Design Factors of an Online Course. International Review of Research in Open and Distributed Learning, 1(15), 111–132. https://doi.org/10.19173/irrodl.v15i1.1638
Leene.(2006). MicroContent is Everywhere. In Hug, T., Lindner, M., & Bruck, P. A. (Ed.). Micromedia and E Learning 2.0 :Gaining  The Big Picture. Proceedings of Microlearning  Conference 2006, 20-40. Innsbruck,  Austria: Innsbruck University Press.
Lim, D., et al. (2007). Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Journal of Asynchronous Learning Networks, 2(11),27-42
Lo, c.(2010).How Students Satisfaction Factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 1( 10), 47 – 54.
Lunenburg, F.(2010). The Decision Making Prosses. National Forum Of Educational Administration and Supervision Journal, 4 (27).
Major, A. &  Calandrino, T. (2018) . Beyond Chunking: Micro-learning Secrets for Effective Online Design," FDLA Journal, 3 (1), 1- 6. Retrieved at: https://nsuworks.nova.edu/fdla-journal/vol3/iss1/13
Mandelli , C. (2014). Putting Learners in Charge: Micro-Learning for ERP System User Adoption. SAP North America Education ACMP Change Management 2014 March 30, 2014 – Orlando, FL, USA.
Md Yunus, et al. (2018). Reflecting MOOC-Blend Experience in “Teaching Writing in an ESL Context” In the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning,145-150.
Menekse & Chi (2014).The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal Of Engineering Education ,5(44), 702–725 .https://doi.org/10.1080/03043797.2018.1538324
Milheim,W.D.(2006). Strategies for the Design and Delivery of Blended Learning Courses. Educational Technology: The Magazine for Managers of change in Education , 46 (6) , 44-47
Moore, M.( 2020). Qualitative Exploration Of Instructional  Designers’ Use Of Microlearning For Formal Workplace Training. A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Capella University.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Nikos, A. (2016). Instructional Design, What Is Microlearning And Why You Should Care.
Nikou, S. (2019). A micro-learning based model to enhance student teachers’ motivation and engagement in blended learning. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 509-514). Las Vegas, NV, United States, Association for the Advancement of Computing in Education (AACE)
Nuhoğlu Kibar P. & Akkoyunlu B. (2014). A New Approach to Equip Students with Visual Literacy Skills: Use of Infographics in Education. In: Kurbanoğlu S., Špiranec S., Grassian E., Mizrachi D., Catts R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, (492). Springer, Cham, 456-465, https://doi.org/10.1007/978-3-319-14136-7_48.
Nuhoğlu-Kibar, P.; Sullivan, K.; Akkoyunlu, B., (2019).Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning, Journal of Information Technology Education: Innovations in Practice,(18), 87-111.
Occhipinti, G. (2017). Online VS. Blended Learning: Differences  In Instructional Outcomes And Student Satification. College of Education, Southeastern University, 12. https://firescholars.seu.edu/coe/12
Orwoll et al.(2017). Gamification and Microlearning for Engagement With Quality Improvement (GAMEQI): A Bundled Digital Intervention for the Prevention of Central Line–Associated Bloodstream Infection. American Journal of Medical Quality, 33(1), 21–29.
Palalas, A., et al. (2018). Mindfulness in Online and Blended Education. In the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 84-96.
Pandey , A. (2018).15 Types Of Microlearning For Formal And Informal Learning In The Workplace. Retrieved From : https://elearningindustry.com/types-of-microlearning-formal-informal-learning-workplace-15
Paul, A. M. (2016). Microlearning 101. A step-by-step guide to creating step-by-step learning. HR Magazine, May 1 61(4), 36–42
Picciano, A., et al. (2014). Blended learning: Research Perspectives, Routledge.
Polasek & Javorcik (  .(2019Results of pilot study into the application of MicroLearning in teaching the subject Computer Architecture and Operating System Basics In: Wang, F.L., et al. (eds.) 2019 International Symposium on Educational Technology, pp. 196–201. IEEE, Hradec Králové (2019)
Raba, A. (2017) The Influence of Think-Pair-Share (TPS) on Improving Students’ Oral Communication Skills in EFL Classrooms. Creative Education8, 12-23. doi: 10.4236/ce.2017.81002.
Rashidi, N., & Moghadam, M. (2014). The Effect of Teachers' Beliefs and Sense of Self-Efficacy on Iranian EFL Learners' Satisfaction and Academic Achievement. Tesl-Ej, 18(2).
Rettger, Elaine (2017). Microlearning with Mobile Devices: Effects of Distributed Presentation Learning and the Testing Effect on Mobile Devices. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Arizona State University, ProQuest Number: 10275312
Roza, J. C. et al. (2019). Blended learning: An Analysis of The Concept, Current Scenario and Research Trends in Brazilian Theses and Dissertations. Digital Thematic Education, 21(1), 202-221
Rusman (2011). Learning Models :Improving Teacher’s Professionalism. Jakarta: PT Raja Grafindo Persada
Sahin , I.(2007). Predicting Student Satisfaction in Distance Education and Learning Environments. Turkish Online Journal of Distance Education TOJDE, (8)2 , Retrieved from : http://dergipark.ulakbim.gov.tr/tojde/article/download/5000102747/500009584
Salmon, G. (2002). E-tivities: The key to active online learning, London: Kogan Page.
Saparkhojayev .(2013). Effective Teaching of “Parallel Computing” Course by Using Microlearning Technique. World Applied Sciences Journal  28 (6), 842-846
Semingson, P., et al. (2015). Microlearning as a Tool to Engage Students in Online and Blended Learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 474-479). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
Singh & Banathia.( 2019).Micro-Learning: A new dimension to learning. International Journal of Scientific and Technical Advancements, 1(5), 141-144
Singh & Jain. (2017). Effects of infographic designing on image processing ability and achievement motivation of dyscalculic students. Proceedings of the International Conference for Young Researchers in Informatics, Mathematics and Engineering, Kaunas, Lithuania
Siemens, G.(2005). Connectivism: A Learning Theory for the Digital Age. International. Journal of Instructional Technology and Distance Learning. Jan05_01 (itdl.org)
Siri Muslimin et al., (2018).The Use of Mobile Educational Application (MobiEko) as a Supplementary Tool for Learning. In Blended Learning in the Age of Social Change and Innovation Subtitle: Proceedings of the 3rd World Conference of Blended Learning, Editors by Agnieszka Palalas, Helmi Norman & Przemyslaw Pawluk, (Eds.) Place of Publication: Greece Publisher: International Association for Blended Learning, 51-51.
Souza1, I. & Do Amaral, S. (2014). Educational Microcontent for Mobile Learning Virtual Environments. Creative Education, 5, 672-681.
Steinbacher & Hoffmann. ( 2015).Applied Microlearning in Blended Learning Scenarios. Conference of IADIS Information Systems, At Madeira, Portugal, 8.
Stephen, M. (2012). The Impact Of Group Versus Individualized Classroom Activates On The Levels Of Achievement Of Student In Length Religion Course, Da, 45 (1).
Su Xiaobing, Guan Yuqi, Qian Dongming, Zhu Zhiting. (2014). Research on the Concept and Instructional Application of Micro-lesson. China Educational Technology, (7) 94-99.
Surahman et al.,(2019). The Effect of Blended Training Model to Improving Learning Outcomes: A Case in Micro Learning Object Training.2019 5th International Conference on Education and Technology (ICET), Malang, Indonesia, 2019,33-38.
Swan, M. (2005). Legislation by Hypothesis: The Case of Task-Based Instruction. Applied Linguistics, 26(3), 376-401.
Todorova M.,&  Karamanska D.(2015). A Study of Motivation and Satisfaction of Students in E-learning Environment, Applied Technologies and Innovations,11(2), .82-89, http://dx.doi.org/10.15208/ati.2015.09
 Torgerson‏&  Iannone.(2019).‏Designing Microlearning. Press by ASTD American Society for Training and Development‏.
Trowbridge, S., Waterbury, C., & Sudbury. L. (2017). Learning in bursts: micro-learning with social media. Retrieved from: https://er.educause.edu/articles/2017/4/learning-in-bursts-micro-learning-with-social-media
Wang, Y. (2003).Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41, 75–86.
Wigglesworth, G., & Storch, N. (2009). Pair versus Individual Writing: Effects on Fluency, Complexity and Accuracy. Language Testing, 26, 445-466
Willis, T., j.(2008). AnEvaluation of the Acceptance technology's Model  as a Means of Understanding Online Social Networking Behavior. Graduate Theses and Dissertations by An Authorized Administrator of Scholar Commons. https://scholarcommons.usf.edu/etd/568
Wu, et al. (2010): A study of student satisfaction in a blended e-learning system environment, Computers & Education, 1(55),155-164
Xu, F. (2016). Short-term working memory and chunking in SLA. Theory and Practice in Language Studies, 6(1), 119-126.
 Yang et al.( 2018). Green city: An efficient task joint execution strategy for mobile micro-learning. International Journal of Distributed Sensor Networks (IJDSN), 6 (14), 1-14.
Yıldırım , S. (2016).Infographics for Educational Purposes: Their Structure, Properties and Reader Approaches. The Turkish Online Journal of Educational Technology – July 2016, 3(15), 98-110.
Yıldırım, S. (2016). Infographics for Educational Purposes: Their Structure, Properties and Reader Approaches. The Turkish Online Journal of Educational Technology, 3 (15),98-110.
Yosi Oktarina, et al.( 2018). Implementation Of Blended Learning Through Smartphone Based Application In Disaster In Nursing Course. Journal INJEC ( 3) 2, 113-121
Zhamanov & Zhamapor (2013). Computer Networks teaching by microlearning principles. Journal of Physics: Conference Series, 423: 012028