Social Micro-Learning and Student Performance

Some scholars see Micro-Learning in a behavior-ist tradition. In contrast, we propose Social Micro-Learning as a social-constructivist form of Micro-Learning. This work addresses the lack of empirical results on social-constructivist pedagogy in Micro-Learning. We present our findings on statis-tically significant effects between student performance and Social Micro-Learning activities. These findings not only suggest that more active students perform better on exams, but also that the type of activity is important. Students designing learning activities that go beyond mere fact remembering consistently outperform their cohort by more than 20%. In line with theory we infer that these activities demonstrate the ability of higher cognitive thinking, and are an important addition to the Micro-Learning toolbox.