Microlearning in higher education: Impact on the development of the learning process

Abstract

This article explores the impact of microlearning on the development of the learning process in higher education, addressing how this educational strategy can enhance information retention, student motivation, and autonomy. Through the analysis of six case studies conducted in the Americas and Europe, the article examines the benefits and challenges of microlearning, highlighting its ability to provide accessible and flexible content that students can manage at their own pace. Despite its advantages, the article also identifies significant barriers to its implementation, such as teacher resistance, the lack of direct interaction between students and teachers, and inequalities in access to technology. Additionally, the need to integrate microlearning within a broader pedagogical approach that combines different educational strategies to maximize its effectiveness is discussed. The article also offers possible solutions and recommendations to overcome the identified obstacles, such as teacher resistance and technological inequality. It emphasizes the importance of adequate teacher training and inclusive policies that ensure equitable access to technological tools. The article concludes that, when implemented appropriately, microlearning has the potential to transform learning in higher education, promoting a more autonomous, accessible, and flexible approach.