Scenarios and tools for recording microlectures

According to Scagnoli (2012), microlectures offer a number of important benefits for students. They allow for self-paced learning because students can pause, rewind, and replay sections of a video as many times as they need. Microlectures also allow for on-the-go learning because they can be viewed or listened to at any time and in any place, even while traveling. Their brevity further helps students focus on just one key concept at a time.

Microlectures also bring benefits to teachers. They encourage them to explain and present concepts in a clear and concise manner (Scagnoli, 2012). In addition, microlectures are versatile and can be used in different contexts, both online and in the classroom. For example, in online teaching they can serve as a learning support throughout a course, while in the classroom they can be used to introduce a topic or review important concepts.

In a flipped classroom, microlectures allow students to familiarize themselves with concepts before they arrive at class, and they can use their time in the classroom for more complex tasks such as application and analysis. They can also serve as preparation for discussions, where students watch the microlecture and send questions to the teacher in advance, making it easier to organize the lesson. Finally, microlectures allow teachers to create a collection of reusable materials, which reduces the time needed to prepare lessons in the long run.