Digital Nano-Learning: new paradigms and new participants’ roles

Nano-learning is a cost-effective and flexible method for repetitive topics like language and business processes, offering advantages like reduced cognitive overload, faster content delivery, adaptability, and cost reduction. It supports both new and experienced users, allowing just-in-time learning and quick course creation. Additionally, Nano-learning is available on smartphones and handheld devices, allowing courses to be completed while on the move or on hold. In this way, learning can occur while travelling, walking, working; whereas, the context may be hands-free or eye-free learning (Traxler, 2007). Vavoula and Sharples (2002) suggest that learning is mobile in three ways: space, areas of life and time. Thus, learning can occur at work, at home or during leisure time. NOOCs and self-learning apps are some examples of this new way of learning. Both tools are versatile and can be used for course augmentation, introducing topics, wrapping lessons, and just-in-time learning. The majority of studies on learning and education concentrate on students—their responses, behaviors, and strategies that can be used to get the best educational outcomes. Nonetheless, there are two primary roles at play in the teaching/learning scenario: students/learners and instructors/teachers/professors. In addition, taking into account English's significance on a global scale, the teaching and learning environment is a part of a larger process that in some ways influences English's significance in education overall. Through the case studies offered by the NOOC course for professors and instructors on Enid- Teach, delivered in English, and the usage of Mondly as a self-learning app for students, the paper aims to highlight the effects, scopes, and challenges offered by the new technologies and the crucial role of the teacher or instructor.