Micro conversations are short, informal interactions between learners and instructors in a flipped classroom setting (or in the frame of Flipped Learning). They can take place in person, online, or through a variety of other channels. The goal of micro conversations is to provide learners with opportunities to ask questions, clarify concepts, and get feedback on their work.
Micro conversations can be a valuable way to improve learner learning in a Flipped Learning setting.

Benefit for learners

They help learners to:

Deepen their understanding of the material: Micro conversations can give learners a chance to ask questions about concepts that they don’t understand. This can help them to fill in any gaps in their knowledge and make sure that they are on track.
Get feedback on their work: Micro conversations can give learners a chance to get feedback on their assignments, projects, or other work. This feedback can help them to identify areas where they need to improve and make sure that they are meeting the learning objectives.
Build relationships with their instructors: Micro conversations can help learners to build relationships with their instructors. This can make learners feel more comfortable asking questions and seeking help, and it can also create a more supportive learning environment.

The added value for trainers

Micro conversations are a valuable tool for formative assessment. They can help instructors to identify areas where students need additional support and make sure that they are meeting the learning objectives. By incorporating micro conversations into the “Individual Space,” instructors can create a more personalized learning experience for their students.

Increased understanding of learner progress

Micro conversations can help trainers to get a better understanding of how learners are progressing through the material. Trainers can ask learners questions about their understanding of the material, their thoughts on particular topics, or how they solved problems. This information can help trainers to identify areas where learners need additional support and make sure that they are meeting the learning objectives.

Early identification of learning gaps

Micro conversations can help trainers to identify learning gaps early on. This can be done by asking learners questions about their understanding of the material. If learners are struggling with a particular concept, trainers can provide them with additional support before the gap becomes too large.

Improved communication between trainers and learners

Micro conversations can help to improve communication between trainers and learners. By creating a more informal and relaxed atmosphere, learners feel more comfortable asking questions and sharing their thoughts. This can lead to better understanding of the material and more effective learning.

Increased learner engagement

Micro conversations can help to increase learner engagement. By making the learning process more interactive and personalized, learners are more likely to stay engaged and motivated. This can lead to better learning outcomes.

Enhanced feedback

Micro conversations can provide learners with more timely and personalized feedback. This feedback can help learners to identify areas where they need to improve and make sure that they are meeting the learning objectives. By providing feedback early and often, trainers can help learners to succeed.

How to implement micro conversations?

There are a variety of ways to incorporate micro conversations into a flipped classroom. Here are a few ideas:

Start and end class with a “check-in”: At the beginning of class, instructors can ask learners to share what they learned from the pre-class material. At the end of class, instructors can ask learners to share any questions or concerns that they have.
Hold regular office hours: Office hours are a great opportunity for learners to get one-on-one help from their instructors. Instructors can use office hours to answer questions, provide feedback, and build relationships with learners.
Use online discussion boards: Online discussion boards can be a great way for learners to ask questions and get feedback from their peers and instructors. Discussion boards can also be used to facilitate collaborative learning.
Use chat tools: Chat tools, such as Slack or Google Hangouts, can be used to facilitate real-time conversations between learners and instructors. Chat tools can be a great way to answer quick questions or provide feedback.

Risks, traps, or dangers of micro conversations

Micro conversations can be a valuable tool for trainers, but there are also some risks, traps, or dangers that trainers should be aware of. Here are a few of the most common risks:

Micro conversations can be time-consuming
If trainers are not careful, micro conversations can take up a lot of their time. This can be especially true if trainers are trying to have this type of dialogue with many learners.
Risk: Trainers may not have enough time to have micro conversations with all learners, which could lead to some learners not getting the support they need.
Micro conversations can be difficult to keep track of
If trainers are not careful, they can forget what they have talked about with each learner. This can make it difficult to provide consistent feedback and support.
Risk: Learners may not feel like they are getting the support they need because trainers are not keeping track of their conversations.
Micro conversations can be biased
If trainers are not careful, they can let their own biases influence the way they have micro conversation with learners. This can lead to learners not getting the support they need.
Risk: Learners may feel like they are not being treated fairly if trainers are letting their biases influence their micro conversations.
Micro conversations can be misinterpreted
If learners do not understand the purpose of micro conversation, they may misinterpret them as a sign that they are doing poorly. This can lead to learners feeling discouraged and unmotivated.
Risk: Learners may feel like they are not doing well in the class if they misinterpret micro conversation as a sign of failure.
Micro conversations can be used to control learners
If trainers are not careful, they can use these conversations to control learners. This can lead to learners feeling like they are not being trusted or respected.
Risk: Learners may feel like they are being micromanaged if trainers are using micro conversations to control their behaviour.

Recommendations for trainers

Here are some additional tips for using micro conversations to find out about the learning activity in the “Individual Space”:

Be intentional about the questions you ask: When you ask students questions, be sure to ask questions that will help you to understand their learning. For example, you might ask students to explain a concept in their own words, to share their thoughts on a particular topic, or to describe how they solved a problem.
Listen carefully to the answers: When students answer your questions, be sure to listen carefully to what they have to say. This will help you to get a better understanding of their understanding of the material.
Follow up with students: If you are concerned about a student’s progress, be sure to follow up with them after the micro conversation. This will give you a chance to provide additional support or to answer any questions they may have.

Please consider that feedback, given in the frame of “talking to learners”, is crucial. We will refer to feedback in a later post!

Micro conversations can be a valuable addition to any flipped classroom. They can help learners to deepen their understanding of the material, get feedback on their work, and build relationships with their instructors.

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About the author: Peter Mazohl is the head of the European Initiative of Education (EBI/EIE), an international adult training and research association. He has a background in science and education and has been involved in training and research in the field of blended learning for over 20 years.
Mazohl’s training activities focus on Flipped Learning, Distance Learning, and the use of Multimedia and Interactivity in learning. He has developed and delivered training courses for teachers, trainers, and other professionals in these areas. He has also conducted research on the effectiveness of blended learning and has published papers in academic journals and conferences.

Micro Conversations