| Significant association between Time and Content Size. |
“Number of learning outcomes” and “Cognitive load” as sub-themes under the theme of “Duration of microlearning content.” |
“Because this is Microlearning, the ideal is to get away from the cognitive overload. So, my perspective is that there should be one learning outcome.” (Interviewee 01)“You get 5 minutes to 10 minutes and one learning outcome, and then you get 15 minutes with three learning outcomes, I will take only one learning outcome, less than 10 minutes.” (interviewee 05) |
| Significant association between Content size and Form (knowledge nuggets). |
“Microcontent of a single learning outcome” and “Chunking of the content as an essential element” as sub-themes under the theme of “Learning outcome.” Learning outcomes are already an essential sub-theme of the duration. |
“In a very simple context, when you are eating, it is easier if you eat in small bites; you can chew it well. You can enjoy the food.” (Interviewee 17)“Oh, not all subjects. Certain subjects require critical thinking and in-depth knowledge, like advanced maths or certain forms of engineering. So, in those difficult areas, we cannot use microlearning.” (Interviewee 04) |
| No significant association between Form (knowledge nuggets) and Curricular type. |
“Nature of the concept” and “How well the subject connects with the media used” as sub-themes under the theme of “Suitability of basic science subjects as microlearning content.” |
“So maybe if you’re teaching adverse drug reaction, something is there which is very visible you can see in day-to-day use, you can use it in your video and then naturally student will be engaged and it will be in their impression that adverse reaction, once they see the video they will not forget. But not always the learning component, we decide, can get the visible example.” (Interviewee 09)“For example, like neuroanatomy, it just cannot be covered in that 10 minutes. You need to have a wider understanding.” (Interviewee 17) |
| Significant association between Content size and Multiple media |
“Engagement with the students,” “Alignment of the media with the format of the content” and “Adaptation of the skills by the lecturers” as sub-themes under the theme of “Role of multimedia and technology” |
“Format of presentation, multimedia tools and handheld devices, if they are attractive and can engage the students, then microlearning can meet the outcomes.” (Interviewee 13) |
| Significant association between Form (knowledge nuggets) and Learning related to actions |
“Work-based knowledge” and “Matching skills with the timing” as sub-themes under the theme “Role of microlearning in personalized learning.” |
“I’m a fresh graduate, running OPD. If a diabetic foot patient comes requiring dressing, I will quickly go to YouTube, find out the diabetic foot dressing technique and implement it on the patient so that it is just like 1 objective.” (Interviewee 19) |