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

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]}

The interest surrounding the use of microlectures has continued to grow, even outside of the United States, to places like Hong Kong University,^[8] Yantai Nanshai University,^[9] Liaoning Police Academy, and East China Normal University.^[10] In the United States, the use of microlectures are even considered a part of the Pandemic Response Plans.^[11] Additionally, even scholars at schools like Princeton University (Humanities Resource Center),^[12] UNC's School of Government,^[13] Humboldt State University,^[14] 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]}

The response of the higher education community was mixed, with some positive^{[15][16][17][18]} and some negative.^{[19][improper synthesis?]}