Microlearning: Experience of teaching at a Chinese university

Authors

Liudmyla Holubnycha Yaroslav Mudryi National Law University, Ukraine https://orcid.org/0000-0002-8252-9893
Ilona Kostikova H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine https://orcid.org/0000-0001-5894-4846
Tetiana Shchokina Yaroslav Mudryi National Law University, Ukraine https://orcid.org/0000-0002-8894-2216
Natalia Soroka Yaroslav Mudryi National Law University, Ukraine https://orcid.org/0000-0002-8652-917X
Dina Demchenko Yaroslav Mudryi National Law University, Ukraine https://orcid.org/0000-0002-0533-4937

DOI:

https://doi.org/10.34142/2709-7986.2025.30.2.02

Keywords:

Chinese students, higher education, microlearning, learning and teaching process, teaching

Abstract

Purpose. Responding to the demands of an increasingly digitized and knowledge-driven era, microlearning has become a crucial educational methodology, facilitating adaptable and accessible learning experiences.

The purpose of this article is to share the experience of implementing different technologies to design and deliver microlearning content to the students at Shangqiu Normal University (China) to demonstrate how microlearning can be used effectively in the classroom at tertiary level.

Methodology. The study employed a mixed-methods approach, combining a theoretical analysis (analysis, synthesis, comparison) of literature on microlearning and pedagogical practices with empirical data gathered through direct observation and structured discussions to understand the implementation and impact of microlearning on Chinese university students.

Results. In response to the temporal constraints of a ‘Teaching Methods of English’ course at Shangqiu Normal University, microlearning was implemented, utilizing short, interactive video lectures and modularized traditional materials. Interactive elements and assessments were integrated to activate prior knowledge, proving effective for Chinese students, who were motivated by incentives to actively participate. WeChat facilitated ubiquitous access to micro-lectures, and gamification enhanced engagement. To mitigate knowledge fragmentation, microlearning was combined with traditional methods. Technical support ensured seamless implementation. Future developments in AI and gamification promise to further enhance the efficacy of microlearning.

Conclusions. This article demonstrates the effective implementation of microlearning at a Chinese university, utilizing diverse technologies to enhance student engagement and knowledge retention. Recommendations include integrating micro-lectures, leveraging mobile platforms, and incorporating gamification, while addressing cultural reticence and ensuring technical support. Future research should explore longitudinal impacts and AI integration.

Author Biographies

Liudmyla Holubnycha, Yaroslav Mudryi National Law University, Ukraine

D.Sc. (Education), Ph.D. in Education, Full Professor, Department of Foreign Languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine.

Ilona Kostikova, H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine

D.Sc. (Education), Ph.D. in Education, Ph.D. in Philology, Full Professor, Head of Professor Mykhailo Hetmanets Department of Theory and Practice of the English Language and Foreign Literature, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Tetiana Shchokina, Yaroslav Mudryi National Law University, Ukraine

Ph.D. in Philology, Associate Professor, Department of Foreign Languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine.

Natalia Soroka, Yaroslav Mudryi National Law University, Ukraine

Ph.D. in Psychology, Associate Professor, Department of Foreign Languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine.

Dina Demchenko, Yaroslav Mudryi National Law University, Ukraine

Ph.D. in Education, Associate Professor, Department of Foreign Languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine.

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