Studying the Elements of Micro-Learning to Enhance Problem-Solving Competency for Teaching in the New Era

Nowadays, digital technology is increasingly being used to improve learning. In addition, the social context and behaviour of the learners changed. The learning style must be developed to meet the needs of the learners. The teaching and learning style must be changed to have a variety of both classroom and online learning. Using digital technology as a supporting tool in organizing teaching and learning activities with a learning model based on micro-learning. To enable learners to achieve competence at a level where they can apply the knowledge gained to practical work, in concise learning content in a shorter learning period. This paper undertakes a systematic review of micro-learning models geared towards fostering problem-solving competency. Drawing from literature, textbooks, and research articles, an initial analysis of 32 publications was performed, ultimately identifying 20 pertinent sources that delve into innovative problem-solving through micro-learning. This study has two primary objectives: firstly, to explore how micro-learning can cultivate problem-solving skills in this new pedagogical era; secondly, to establish guidelines for crafting microlearning models that nurture problem-solving competency in learners. The findings underscore several pivotal elements of micro-learning: firstly, its effectiveness lies in succinct, time-bound learning segments that not only foster engagement but also hone skills; secondly, its digital nature, accessible across multiple platforms, is emphasized; lastly, access to learning anytime, anywhere. Synthesizing the core components of competency reveals three principal facets. The first, knowledge, branches into subject-specific expertise, surpassing predefined criteria, and adept analysis for practical application. The second, skill, subdivides into attributes grounded in knowledge, fluid and effective application of abilities, and essential action-taking proficiency. The third, attributes, comprises intrinsic motivation, drive for success, and conceptual clarity. In essence, this research underscores the pedagogical potential of micro-learning in nurturing problem-solving abilities. By elucidating its key attributes and the resultant competency components, the study establishes a foundational framework for crafting effective micro-learning models.