Microlearning and Metacognitive Strategies: A Pedagogical Study Based on the Timeboxing and Spaced Repetition Models

Alisher Ernazarov

doi:10.5281/

Authors

Alisher Ernazarov Tashkent Kimyo International University Samarkand branch, Magister Department Author

DOI:

https://doi.org/10.5281/

Keywords:

Pedagogy, microlearning, metacognitive strategies, self-regulation, Timeboxing, Spaced Repetition, modern learning technologies, activity-oriented education

Abstract

One of the principal tasks of contemporary pedagogy is to prepare learners not merely as holders of knowledge, but as individuals capable of understanding, efficiently organizing, and evaluating their own learning process. The present study is devoted to examining the possibilities of integrating the microlearning methodology into the pedagogical process through its combination with two metacognitive models — Timeboxing and Spaced Repetition — with a view to fostering learners' ability to self-regulate their educational and cognitive activity. The research was conducted using an applied pedagogical experiment, based on comparative analysis between contrasting groups. The findings demonstrated that microlearning blocks organized in accordance with the principles of rigorous time management and scientifically grounded repetition significantly increased (p < 0.05) learners' metacognitive skills — namely, the levels of learning-process planning, monitoring, and outcome evaluation. Furthermore, the study substantiated the effectiveness of this model in enhancing learners' self-efficacy, engagement, and academic responsibility. On the basis of the findings obtained, methodological recommendations were developed for integrating microlearning based on Timeboxing and Spaced Repetition into contemporary pedagogical practice.

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