Microlearning in distance education: perceptions of pedagogical technicians in a higher education institution in Santa Catarina (Brazil)

Abstract

Technological advances have driven distance education (EAD), leading to its significant growth in Brazil. Given digital natives’ familiarity with technology, new pedagogical challenges arise, requiring more dynamic approaches. This study investigates microlearning as an educational strategy in higher education, particularly in postgraduate distance learning programs. This qualitative action research analyzed the implementation of microlearning in a training program for the technical-pedagogical staff of a higher education institution in South of Brazil. Participants were divided into a control group and an experimental group, the latter having access to microlearning content. Data collection included questionnaires and interviews, analyzed using content analysis. Results indicated that microlearning contributed to increased engagement, improved knowledge retention, and higher academic performance in the experimental group, demonstrating its potential as a complementary methodology for distance education. 

Keywords: education; Microlearning; innovation; development; distance learning.