eLearning in Short Bursts: Examining Professional Development Microlearning Videos

Abstract

This study examined 80 YouTube microlearning videos that provided insight into how consumers viewed the user-generated content (UGC) using thumbs-up/down ratings and comments. The results found that higher scores in the Morain & Swarts (2012) instructional design quality (IDQ) framework and the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model (Keller, 1987) showed a relationship with the thumbs up/down icon and consumers’ comments. The highest production and consumption ratings were in Relevance and Satisfaction in the ARCS Model and the affective design in the IDQ framework. Consumers noted that the talking head video format enabled them to observe the presenter in the UGC, demonstrating confidence, self-efficacy, and audience engagement as a subject matter expert. The findings provided insights for technical communication instructors or anyone interested in creating relevant video content to meet consumers’ expectations for a microlearning video of four minutes or less.