This research, from an academic reinforcement strategy using micro learning through an asynchronous virtual communication platform, impacted the academic performance of sixth grade students in a private school in Bucaramanga, Colombia in the subject of English. The knowledge of the students was established before the intervention and it was demonstrated in this way that the groups (control and experimental) were homogeneously distributed. The micro learning strategy allowed students to receive academic content outside of the classroom using Discord (experimental group) and via email (control group). Thus, the two groups received the same information but through a different medium. Once the intervention was finished, a final knowledge test was carried out. This study showed that students who received the information via Discord performed statistically significantly (better) than students who received the information via email.
Teacher, Academic, Colegio Cooperativo Comfenalco, Santander, Colombia
MICRO LEARNING, DISCORD, EDUCATIONAL REINFORCEMENT, CONNECTIVISM