Do you know that Microlearning deals with relatively small learning units and short-term learning activities?

Generally, the term "microlearning" refers to micro-perspectives in the context of learning, education and training. More frequently, the term is used in the domain of e-learning and related fields in the sense of a new paradigmatic perspective on learning processes in mediated environments

Microlearning therefore is the process of building successful comportments in short, focused segments. In the context of language learning, one might think of microlearning in terms of vocabularies, phrases, sentences and distinguish them from situations and episodes and socio-cultural specifics or complex semantics. In a more general discourse on learning, one might differentiate between the learning of individuals, group learning or learning of organizations and the learning of generations or societies.

Furthermore, microlearning marks a transition from common models of learning towards the significance of micro dimensions in the process of learning. The microlearning approach is a developing model, so there are no hard definitions or coherent uses of the term yet. However, the growing focus on microlearning activities can be seen.

A little bit of information at a time is better than overloading the learner with information. 

It is generally believed that real improvement takes place in increments. What if learning followed the same schedule? People would learn in small steps that would accumulate into more complex skills, just like how sentences accumulate into stories. The short, focused learning moments would be bite-sized and digestible, with a small cognitive load that could free the learner’s brain to concentrate on the real work of practicing new skills instead of cramming in a boring lecture.

Delivering just in time information is better than giving information far away from its performance context.

Most people easily forget what they learn over a long period of time. Therefore it is better to give them information at the time when they are ready to apply rather than waiting for a longer time to apply. People learn better at the point of need, when they have the chance to use the lesson. No more stockpiling information that’ll only be forgotten; bite-size learning resources would help people practice and perform behaviors right away. People would end up training on the job rather than taking time off for lectures they won’t remember.


Structuring courses on what needs to be accomplished is better than informing them about what they need to know

 Instead of structuring courses around the information people need to know, you could structure learning programs around real milestones and then surround each of the milestones with the resources the employee needs to accomplish it. They wouldn’t just be preparing to do things differently. They’d actually be performing better


Delivering learning this way has a number of benefits. Since most people love short content because they are usually busy and have limited time but though they may not be able to sit through long content, everybody has time for a tiny learning intervention that genuinely helps them perform better. That’s why microlearning drives higher learning engagement.

Moreover, each completed microlearning moment is a small win that, when strung together with others, motivates the learner to keep learning. This principle of “self-efficacy” is critical to helping people stick with the hard work of performance improvement.


Benefit of microlearning is that

  • Bite-size units are easy to consume in pretty much any setting, on any device
  • Microlearning content is easy, affordable, and fast for the admin to create and refresh
  • Effective learning techniques like spaced repetition and interleaving become available


Dimensions to describe or design microlearning activities:

  • Time: relatively short effort, operating expense, degree of time consumption, measurable time, etc.
  • Content: small or very small units, narrow topics, rather simple issues, etc.
  • Curriculum: small part of curricular setting, parts of modules, elements of informal learning, etc.
  • Form: fragments, facets, episodes, "knowledge nuggets", skill elements, etc.
  • Process: separate, concomitant or actual, situated or integrated activities, iterative method, awareness etc.
  • Mediality: print media, electronic media, mono-media vs. multi-media, (inter-)mediated forms, etc.
  • Learning type: repetitive, activist, reflective, pragmatist, conceptionalist, constructivist, connectivist, behaviorist, classroom learning, corporate learning, etc.