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A teaching strategy called microlearning presents information in manageable, bite-sized chunks that are simple to comprehend. Similar to the OK-LCD Model, this strategy is becoming more and more common in corporate education and training since it gives learners a flexible and effective way to study. In this article, we’ll look at the advantages of microlearning and offer advice on how to use it in your instructional design.

The Advantages of Microlearning

There are many advantages to microlearning that can improve learning outcomes and the learning process. The following are some of the main advantages of microlearning:

  • Increased Retention: Microlearning presents information in manageable, brief chunks, which can increase retention. It is simpler for learners to process and remember information using this method, as it avoids information-overload.
  • Flexibility: Microlearning enables learners to access the training on their own schedule and at their own speed. Because of this, it is simpler for learners to incorporate studying into their busy schedules.
  • Cost-Effective: Because microlearning involves less time and resources than conventional training techniques, it might be a more affordable approach to conduct education and training.
  • Personalisation: Microlearning can be tailored to each learner’s needs through personalisation. This technique allows learners to focus on the areas they need to improve and avoid the stuff they already know.

Tips for Including Microlearning in Your Instructional Design

Microlearning demands considerable thought and consideration when including it in your learning strategy. To incorporate microlearning into your learning design, consider the following suggestions:

  • Determine Your Learning Objectives: Decide what you hope to learn by using microlearning. This will assist you in creating microlearning content that supports your learning objectives.
  • Develop Understandable Bite-Sized Content: Provide digestible, understandable content in bite-sized portions. These could contain brief videos, infographics, or quizzes.
  • Employ a Variety of Content Formats: To keep learners interested and engaged, use a range of content formats. Animations, simulations, and gamification are a few examples of this.
  • Structure the Microlearning Content: Provide microlearning content in a structured way to aid learners in connecting disparate ideas. A series of modules or a learning pathway may be included to help learners navigate the material.
  • Use Technology: Use technology to provide learners with microlearning content. A learning management system (LMS), a mobile app, or a microlearning platform may fall under this category. Ideally, you want to use responsive technology that allows learners to access learning on their computer, tablet or mobile.


The delivery of training and education to learners through microlearning is effective and efficient. Microlearning can increase retention, provide flexibility, be cost-effective, and offer personalisation by delivering content in brief, bite-sized chunks. It’s critical to define learning objectives, provide bite-sized information, employ a range of content forms, offer content in a systematic manner, and make use of technology when incorporating microlearning into your learning design. By employing these tips, you can develop a microlearning program that is interesting, efficient and catered to the needs of your learners.


Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

Gupta, V., & Mehta, S. (2015). Microlearning: A breakthrough tool in e-learning. International Journal of Engineering Research and General Science, 3(1), 661-667.

Jaiswal, A., & Thakur, A. (2018). Microlearning: A new-age learning paradigm for the millennial workforce. Journal of Management and Research, 5(1), 13-21.

Lai, C. L., & Lee, W. H. (2017). The effect of microlearning on mobile devices on learner learning: A meta-analysis. Educational Research Review, 20, 1-9

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