Teaching and learning in introductory programming courses is an overwhelming task for many course instructors and learners. Given the rise of digital and technological advancements, it is only wise to use these affordances for education. Microlearning is a successful technology-enhanced learning format with many features that might help instructors and learners to master the introductory programming concepts. Specifically, the microlearning approach is well-suited for the learning needs of the current generation of learners. In the microlearning approach, the learning content is divided into small, focused activities that are delivered digitally in an easily digestible form (Emerson & Berge, 2018; Grevtseva et al. 2017; Nikou & Economides, 2018). However, some questions remain on the effectiveness of microlearning as a viable instructional strategy. For example, there are very limited empirical studies on the specific influence of microlearning as an instructional approach and there is no clear evidence in terms of the advantages and limitations of what microlearning can and cannot do. Moreover, the perceptions of the course instructors and students while using the microlearning approach have not been sufficiently studied. Grounded within the frameworks of cognitive theories of learning - Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive affective theory of learning with media, the present study explored the influence of the microlearning instructional approach and the perceptions of the students' and the course instructor using microlearning for teaching and learning introductory database programming concepts in an online introductory database programming classroom. The purpose of this dissertation study is to inform the educators and instructional designers on the influence of microlearning as an instructional approach to facilitate student learning outcomes and to put these considerations into designing and developing microlearning content to maximize student learning outcomes. The study findings have shown that the students scored significantly higher in topic quizzes while using microlearning instruction compared to the recorded video lectures. The results further revealed both the course instructor and the students prefer microlearning as an effective online learning strategy. The learners experienced less cognitive load, and were more motivated and engaged throughout the learning process while learning through microlearning instruction. However, the learners faced some challenges including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry further suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]