The theories proposed by constructivists help online educators to design micro-lectures. Due to increasing trends in online education, online lecturers are frequently using micro-lectures for lecturing. The researchers from pedagogy and other related domains are proposing frameworks for designing well-structured micro-lectures. The frameworks designed by these researchers consider micro-lecture components, namely introduction, body and conclusion as a single cohesive entity. However, these components are complex and must be designed separately. So in this research, we focus on micro-conclusion designing and associated issues. This research proposes a framework for developing quality micro-conclusions (MIC) for micro-lectures. Further, in this research, we introduced a scheme for MIC classification and quality attributes (QA's) selection. Based on this scheme MIC's are classified under four categories, and seven QA's are selected to measure the quality of designed MIC's. We conducted an online learning program with 200 participants aimed to learn some fundamental topics of computer engineering. The participants were taught in online mode using micro-lectures which contains MIC's designed using our proposed framework. The data collected from the online learning program is analyzed, and interesting tradeoffs between MIC classification style and selected QA's were observed. We strongly believe that study of this kind helps online educators and course designers to design effective micro-conclusions. © 2020 IEEE.
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