Microlearning for macro-outcomes: students’ perceptions of telegram as a microlearning tool

Individuals use different styles of learning to adapt and manage everyday situations. The development of new skills and knowledge requires a variety of teaching methods and learning strategies. Therefore, faculties should utilize appropriate teaching methods that match learners’ needs and preferences to create an effective and harmonious learning environment. This equally supports learners’ academic performance and the teaching and learning processes. Theoretically, the most supportive teaching methods and instructional activities that optimize learning outcomes are the ones that consider learners’ preferred learning styles. In addition, it is important to recognize university students’ most effective learning styles because of the bulk of information they have to learn within short periods of time and prior research identified that Millennial generation of university students require new pedagogical strategies. This paper presents and discusses the effectiveness of microlearning from learners’ perspective regarding its major supports and challenges. Additionally, this paper discusses students’ opinion on Telegram as a mean for microlearning. These are overviewed through an outline of the various phases of microteaching, implementation aspects, and microteaching content and activities used in this teaching method.