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Microlearning: Defined and Demonstrated

With the advancement of online learning in the last decade, particularly since the onset of the COVID-19 pandemic in 2020, much research has been conducted on how individuals learn best online. Studies have shown that adult students learn best when they are presented with shorter bits of information (Mohammed et al., 2018). This bit of knowledge lays the groundwork for microlearning—a way of learning information in small, focused chunks, that generally take under 10 minutes to consume. Microlearning can help students find answers quickly, just in time, and is particularly useful in teaching how-to strategies. A microlearning activity should consist of an entire lesson: the content, guided learning, practice, and feedback or reflection, all in that short time span (Mery, 2022).

I created a workplace microlearning experience on the concept of using the Situation, Background, Assessment, Recommendation (SBAR) model of feedback in the workplace. The training was designed to take 3-5 minutes to complete. True to microlearning experiences, it has one measurable learning objective and 1 micro-assessment to support it.

Learning Objective: By the end of this training, students will employ the SBAR model to provide constructive feedback to their staff.

Micro-Assessment: Send the instructor an email providing feedback about the microlesson, using the SBAR model of feedback.

Explore the links below to learn more about the SBAR model microlearning that I developed.



Mery, Y. (2022). Chapter 2: A case for microlearning. Library Technology Reports, 58(5), 10–13.

Mohammed, Gina S., Wakil, Karzan & Nawroly, Sarkell S. (2018). “The effectiveness of microlearning to improve students’ learning ability,” International Journal of Educational Research Review 3, no. 3 (2018): 32–38.


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