Microlearning as a Learning Consolidation Strategy for the University Blended Learning Modality in a VLE

Currently, students have increased their dependence on the use of technological tools; for professors, the challenges are greater in the construction of student-centered activities in a virtual environment. A microlearning activity requires techno-pedagogical competencies using computer tools that allow its development. The objective of this work is to contribute to the existing articles on microlearning in a VLE as an effective experience in subjects with practical laboratory activities. An empirical-analytical research methodology, quantitative and quasi-experimental approach, is developed in the subjects of Programming, Spatial Geometry, Linear Algebra and Programming Applied to Multimedia at the Universidad Politécnica Salesiana, Guayaquil, Ecuador, from April to September 2022. In the first phase, a literature content analysis is performed using the PRISMA flow. In the second phase, a microlearning activity is developed based on a group laboratory practice. In the third phase, the survey technique is applied randomly to 90 students, out of a total population of 113. The results determine that 92% of the participants are satisfied with the development of the individual explanatory video in a short time determined as a microlearning resource from a section of an extensive laboratory practice. This activity tests the ability of young people to use digital tools that they master or improve in using it to consolidate their knowledge, in addition, they suggest this methodology in other subjects where laboratory practices are developed.