MICRO-LEARNING AS A WAY TO INCREASE STUDENTS’ MOTIVATION TO LEARN AND A MEANS TO INCREASE EFFECTIVENESS OF HIGHER EDUCATION

Abstract

The article suggests considering micro-learning as a new learning format. This approach arose as a response to the challenges faced by teachers in a modern university. Problems that students experience regardless of their specialization, university, or even country of residence are universal. They are reduced to a lack of motivation to learn, lack of time, rapid loss of concentration, fatigue from traditional forms of learning. Micromodules help to solve these problems. The essence of micro-education lies in its conciseness. One micromodule lasts an average of 5 minutes. In addition, this approach is characterized by clarity and the absence of unnecessary information, which is not critical for grasping the concepts taught. It is available and can be used at any time convenient for the student. Moreover, a well-designed micromodule offers more effective assimilation and memorization of information. In our opinion, university teachers can use the micro-learning format as homework, breaking it down into micromodules. This will increase the percentage of homework completion. In the lesson, micromodules are suitable for practicing, consolidating and repeating the material already studied, allowing students to benefit from spaced repetition. This will contribute to the lasting memorization of information and its transition from short-term to long-term memory.