The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs.

中文翻译：

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探索高等教育中的学习者满意度和微学习的有效性


微学习在专业培训和教育领域的兴起似乎势不可挡。尽管如此，缺乏其学习有效性和学生满意度的证据。本文的目的是在参加商业教育项目时揭示微学习的这两个方面。其独创之处在于，深入分析了一家快速发展的教育科技初创公司，该公司利用微学习的方法提供商业培训，探索结合大量微学习课程创建宏观学习课程对学生满意度和学习效果的影响。研究结果表明，学习有效性主要由参加此类培训的原因及其对学生当前工作的适用性来解释，从而产生四种可能的提高有效性水平的学习结果：娱乐、更新知识和技能、意外学习、和有效的学习。本文有助于填补学习者满意度和微学习有效性研究的空白，发现它们不一定得到保证。它还对基于微学习的项目的设计、招聘和实施具有实际意义。