Is Microlearning Enough? Rethinking the Bite-Sized Learning Trend

Lately, I have gotten the impression that almost everything in education is getting shorter—videos, lessons, and even attention spans. Microlearning, or delivering content in small, easily digestible chunks, has become an increasingly popular strategy in corporate and academic settings. But as someone navigating both worlds (higher education and adult learning), I find myself wondering: Is microlearning really enough? Or are we sacrificing depth and equity for convenience?

From my perspective, microlearning has its appeal. Nowadays, it can be incredibly helpful for learning on the go. Research does suggest that attention spans are shrinking—especially in digital environments—so offering content in short formats aligns well with current media consumption habits (Miller, 2021). Learners often feel less overwhelmed and more engaged when they can "snack" on knowledge during commutes or breaks.

However, I would say that there is a difference between surface engagement and meaningful learning. While microlearning might help with remembering isolated facts or skills, it may not promote the deeper levels of cognitive processing needed for critical thinking, synthesis, and problem-solving. Bloom's Taxonomy reminds us that learning is not just about remembering—it is about understanding, applying, analyzing, evaluating, and creating (Anderson & Krathwohl, 2001).

There is also an equity issue here. Not all learners have equal access to well-designed microlearning experiences, and those with limited background knowledge may struggle to make sense of fragmented content. When learning is broken into bite-sized chunks without a clear structure or scaffolding, students from marginalized or non-traditional backgrounds may face additional barriers to connecting the dots. I agree with Gorski (2013) when he points out that equity in education is not just about access but also about meaningful participation and support tailored to students' diverse needs.

In addition, adult learners often bring a rich background of experience and require opportunities for reflection, discussion, and application to internalize knowledge effectively (Knowles et al., 2015). Microlearning tends to de-emphasize these elements in favor of speed and efficiency. However, learning, especially for adults, is not just a transaction but a transformation.

In the end, microlearning may be a helpful supplement, but it cannot stand alone. It works best when it is part of a larger, intentional learning design, something that considers learners' contexts, provides scaffolding, and invites deep engagement. As educators, I believe we must be cautious not to let convenience override depth or efficiency override equity.

Have a great weekend!

The Great Gatsby.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Gorski, P. C. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. Teachers College Press.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Miller, C. (2021). The influence of attention span in a digital age: Implications for education. Journal of Educational Technology Development and Exchange, 14(1), 1–13.