Hi everyone!
We’re excited to share our Microlearning OER with you!
Chances are you’ve already experienced microlearning in your personal or professional life. This could be through workplace training, language apps, or YouTube tutorials. While microlearning is often simplified as short, bite size content, there’s so much to uncover when it comes to its design and learning effectiveness.
In this OER, we’ll explore the current state of microlearning through a usability lens, including challenges with current microlearning design and how future designs may be more effective in achieving learning goals. While working through the site, you’ll discover new perspectives and have the opportunity to apply what you’ve learned.
OER Activities
This learning journey is organized into five sections:
- What is microlearning?
- Who uses microlearning, and what opportunities exist in this growing market?
- Why is usability essential, and what are the current limitations of microlearning?
- Put your knowledge into practice with an interactive learning activity.
- What does the future of microlearning look like?
Each section builds on the last and you’ll find short reflective activities throughout to help connect ideas to your own learning and practice.
Ready to dive in? Follow these steps:
- We have started the discussion below with an initial prompt. Share your initial thoughts with the class.
- Visit our site and work through the pages and activities in the order that they appear.
- We’ll be monitoring the discussion section throughout the week, so please stop by regularly to share any questions, insights, and reflections.
- We also welcome any feedback you have on this learning experience and invite you to share your thoughts in the discussion section.
We look forward to learning with you!
The Microlearning Group
– Tahira Mursleen, Denise Mouton, Erika Han & Jennifer Crane
To get the discussion started, we are interested to know what comes to mind when you hear the term microlearning? Have you encountered it in your work or daily life?
Let us know your thoughts in a few sentences!
When I hear the term microlearning, I actually think of TikTok and Instagram Reels because they provide information in short bursts. I think microlearning is most effective when it focuses on one specific skill or problem at a time with clear, step-by-step instructions.
I use this approach often in my Grade 1/2 classroom. Whenever I teach something new, I break it down into numbered steps and have my students tell me what the first, second, and third steps are. If I forget to write the steps on the board, they even remind me because they like having that structure to refer back to.
I also encountered microlearning just yesterday. I got a new Nespresso machine that kept brewing way too much coffee, so I watched a few short YouTube videos that walked me through how to fix the problem. It was a quick way to learn exactly what I needed in the moment, and it solved the issue.
I think we probably experience microlearning more often than we realize. My only concern is that short-form platforms like TikTok can sometimes encourage endless scrolling instead of intentional learning. When short content is used to help someone learn a specific skill or solve a problem, I think it can be a really effective way to learn.
I think microlearning is embedded into almost every part of our lives. I use it almost daily through reading apps, short-form content on social media, YouTube Shorts, quick Google searches, podcasts, and even the bite-sized lessons built into apps. It’s almost rare to spend time with long-form content now because our generation is constantly immersed in short, easily digestible pieces of information. These small bits of knowledge give us quick answers and instant gratification, but they don’t always lead to deep understanding or long-term retention.
I think we have to be very intentional about microlearning because, otherwise, we become inundated with unrelated information that simply washes over us and is quickly forgotten. There is so much content competing for our attention that it becomes easy to consume without really learning.
Microlearning in the classroom sounds very interesting, especially for the intermediate grades. I can see how it could be effective as an attention grabber, a lesson hook, or a quick review to reinforce previously taught concepts. Coming to think of it, I realize that I already use microlearning with my students. During lunch breaks, we often watch short science videos together. Although I try to connect these videos to our current units or topics we’re discussing in class, sometimes they’re simply interesting bits of information that we’re curious about in the moment. Reflecting on it now, I think being more intentional about choosing these videos could help students make stronger connections rather than just consuming random facts.
Going through these short modules that are broken into easily digestible and engaging pieces of information each day of the week made me realize that our OERs are also a form of microlearning! It really is integrated into so many aspects of our lives without us even realizing it. As I reviewed where microlearning is used, I realized that I fit all four user groups. It also made me think that we may already be using microlearning in our teaching, from short mini-lessons in small groups and brain breaks to exit tickets. While we may not intentionally label these as microlearning, many classroom practices already reflect its principles.
I think that micro learning is something that is integrated into our daily lives, but that it also leads to issues due to oversimplification of processes to achieve interest and engagement. Videos on TikTok, Instagram, and Facebook all are on the shorter end, and try and convey a message, however, these messages are often oversimplified or false due to incorrect communication of information. In the same way, Duolingo often focuses more on the reward and retention of people, rather than the overall learning of languages. Proper use of microlearning can be powerful, but only if it is used properly and not misunderstood.
I like the idea of microlearning for reducing the barriers of acting. It can be hard for me to sit down and have a focused language learning session for example, but I was able to sustain a Duolingo streak for over a year because I knew all I needed to do was put a few minutes in before bed.
On the other hand, I’m not sure how much positive momentum I sustained while I was doing it. Eventually I decided to stop because I hadn’t seen much progress and I felt like the bite-sized chunks were a bit tedious at times.
I am a fan of micro-learning–I just feel like I need to find the right mix of long (impactful) and short (motivational) to get the results I hope for.
When thinking about microlearning, I think of how immersed we are in media in our daily lives, learning new recipes, tricks, hacks, and facts from pretty much whatever media (especially online) we use. I know for a fact that the doom scrolling I take part in, probably too often, is a large part of microlearning! I feel like it is not necessarily a negative thing that the media gives us access to, but something that helps us try new things and venture outside our norm.
When I hear the term microlearning, I think of the double-edged sword it causes when it comes to content retention. Microlearning presents content in digestible chunks that are intentionally limited and designed to increase retention by only providing a few short snippets of information. By reducing the cognitive load, this strategy should increase the learner’s ability to retain and use the information later on, like asking a person to carry a single book vs a stack of them. It should, in theory, be easier. However, this also means a decrease in deep learning; by limiting learning to these bite-size chunks, it plays into society’s current and growing inability to pay attention for extended periods, and therefore to not actually retain or understand the information as well.
Overall, I think microlearning makes learning more appealing and accessible to those who may not otherwise engage in the content, but also reduces retention and decreases our ability to actually learn and think deeply.
You raise a great point about retention. It connects well to one of the questions we explore in our OER: how might different stakeholders define “successful learning” differently?
Your comment also makes me wonder whether we’ve been asking the wrong question. Instead of asking whether microlearning reduces deep learning, should we be asking what role microlearning is meant to play? Is it intended to replace deep learning, or to support it by providing just-in-time knowledge that learners can immediately apply in authentic contexts?
I’d be curious to hear where you think that balance lies, especially as more workplaces are adopting microlearning for onboarding, compliance, and ongoing professional learning.
Before taking this course, I had never heard the term microlearning, even though I realized I had been using it for years. One example was when I installed laminate flooring in my house (I’m probably the world’s worst handyman!). Short YouTube videos allowed me to learn one step at a time, pause, rewind, and immediately apply what I had just learned. They made a challenging task feel much more manageable.
As I worked through this OER (sorry, I went through the OER and then came back here to leave feedback and realized I did not respond to the initial prompt), my initial impression was that microlearning had a lot of strengths because it is flexible, accessible, and easy to fit into a busy schedule. However, the more I learned, the more questions I had—particularly around the difference between completing tasks and achieving authentic learning. I’ve started thinking more critically about whether finishing a module or passing a quiz really means someone has developed a meaningful understanding or can apply what they’ve learned in a real-world context. That shift in my thinking has probably been the biggest takeaway for me so far.
Thank you Erin for your comments. I really liked your point about being intentional. It made me wonder whether intentionality is actually what separates learning from content consumption. Do you think the difference lies in the content itself, or in what happens after through reflection, discussion, retrieval, and application? Your lunch science videos are a great example. I could see a short discussion afterward, followed by an “exit ticket” or AI-supported check for understanding, helping determine whether students simply watched the video or actually transferred the learning. It also makes me wonder if that’s where the future of microlearning is headed. Instead of platforms measuring views or completion, could they begin collecting evidence of understanding and skill transfer to help teachers decide what to review, reteach, or extend the next day?
Thinking about microlearning, I have questions not towards whether it works, but what we’re measuring if we were to call it successful. The ideas behind completion and comprehension often get treated as the same thing and in microlearning contexts, I think this line blurs a bit. While microlearning is well suited to reducing cognitive load and making content more accessible, as another response points out, does that same design make it any easier to understand a carefully scaffolded topic? Even if microlearning isn’t meant to replace “deep learning,” it does create entry points for consumers that give potential for market engagement and growth from an EVA’s perspective. In today’s short-form media world, microlearning seems to be used more as a contemporary form of niche content exposure/sharing rather than being a vehicle for actually transmitting knowledge. More like a Timbit of microknowledge rather than being the full holistic donut of understanding of the bigger picture. I’m curious to see how microlearning experiences and interfaces are designed in the future as technological trends change.
I really like your “Timbit of microknowledge” metaphor! I think it captures one of the key tensions in microlearning: it may create useful entry points, but those entry points do not automatically become deeper understanding. Maybe the question is not only whether microlearning works, but what kind of learning it is best suited for, and what evidence we need to call it successful. It may be strongest when used to introduce, reinforce, or prompt practice rather than carry the whole learning process alone. I’m hopeful that future designs can move beyond completion and exposure by connecting microlearning to reflection, application, and follow-up learning pathways. In that sense, the “Timbit” could still become part of a fuller learning meal.
I really like your distinction between completion and comprehension. I also wonder whether the issue is less about the length of the learning and more about how it’s designed. We see this with DIY videos on YouTube or TikTok—many people can successfully fix a leaky faucet, change a tire, or bake bread after watching a short video. In those cases, microlearning effectively supports procedural knowledge. For more complex concepts that require critical thinking, however, microlearning may be better positioned as an extension or reinforcement of a larger course rather than a replacement for it. It can provide just-in-time refreshers or targeted practice while the full course develops the deeper conceptual understanding. Perhaps success should be measured not by completion rates alone, but by whether learners can apply or transfer what they’ve learned in meaningful contexts.
Thank you for creating this thoughtful OER. I found the focus on usability very helpful. Microlearning can support learning, but short content is not always effective by itself. Clear structure, simple design, accessibility, and chances to apply learning are important.
As an educator in health and science education, I can see its value before labs, during review, and in professional development. A short module can introduce one key idea, use a clear visual, and include a few questions or a simple case.
I also appreciated the reminder that clicks and completion rates do not prove learning. Real learning happens when learners can explain ideas, use skills in practice, and apply knowledge in new situations.
I really appreciate how you framed microlearning as something that can support learning at specific moments. Your example from health and science education shows where microlearning can be especially useful, such as preparing learners for something they will actually do next. It makes me wonder if microlearning is strongest when it is connected to a larger learning sequence rather than standing alone. A short activity can introduce or reinforce one key idea, but deeper learning may happen when learners explain, practice, or apply that idea afterward. In that sense, completion data may show the starting point, but application is where learning becomes more visible.
Your point about microlearning’s value as a reinforcement role is exactly what I see in K-12 private instruction. The real value shows up between sessions, when assigning modules from microlearning apps keeps skills sharp and momentum going, so the next session starts from retention instead of reintroduction. In this setting, continuity rather than compression may be where microlearning’s core educational value lies.
Before exploring this OER, I associated microlearning with short videos, quick tutorials, and social media. What challenged my thinking was the realization that microlearning itself is not the issue—its effectiveness depends on how it is designed and used.
As an educator, I can see tremendous value in microlearning when it introduces a concept, reinforces prior learning, or provides just-in-time support before students apply a skill. However, I don’t believe it should replace deeper learning experiences. Developing critical thinking, problem solving, and conceptual understanding requires opportunities for discussion, reflection, feedback, and application.
This OER reinforced for me that we shouldn’t evaluate microlearning solely by completion rates or engagement. The more important question is whether it helps learners transfer their knowledge to authentic situations. When intentionally integrated into a broader learning experience, I think microlearning can reduce cognitive load while still supporting meaningful, lasting learning.
Microlearning feels like just-in-time learning and chunking to me. Small, bite-sized pieces that are delivered at an appropriate time. What I am most curious about is how microlearning can be divided into pieces that are wholly relevant with few distractions in between. Social media may not have distractions embedded within the small snippet on TikTok or other reels; instead, it has the distractions immediately after.
How do scrolling habits look for microlearning (the in-between)? What can be done to limit the fragmented attention span between microlearning sessions? Do you facilitate a microlearning event, then others after?
I am excited to find out more!