Debunking Common Misconceptions About Microlearning

Discussions around microlearning have continued to increase among L&D professionals, particularly when trying to identify delivery formats that are efficient and engaging. In a previous blog, we discussed the benefits of microlearning and when they are most useful. Microlearning, characterized by delivering content in short, easily consumable segments, emerges as a favorable option. Designed to offer quick, targeted bursts of information through various mediums like videos, quizzes, infographics, and job aids, microlearning aims to accommodate learners’ limited time.

Microlearning excels in just-in-time training, aiding learners in quickly grasping task essentials without an extensive time commitment. It proves effective for imparting product knowledge, especially for sales teams and customer service personnel. Microlearning also serves well as refresher courses, allowing learners to review familiar concepts efficiently. The flexibility and targeted nature of microlearning make it a valuable asset for L&D professionals to consider.

However, like any good instructional delivery format, there are times when selecting microlearning may make sense for your learners and other times when it does not. In this blog, I will attempt to debunk the following misconceptions related to the utility of microlearning as an effective delivery format.

Misconception # 1: Microlearning is only about short durations.

Many believe microlearning is defined by its short duration, ranging from a few minutes to 15 minutes, yet its true essence lies in delivering focused content aimed at specific learning objectives. The duration is merely one aspect; the core of microlearning is about presenting information concisely and in an easily digestible format. Thus, it’s the quality and targeting of content, not just the length, that distinguishes microlearning. When designing microlearning, L&D professionals should think about the nature of the content and what can be presented or refreshed within a short period.

Misconception # 2: Microlearning is suitable for all types of content.

There’s a common misconception that suggests all educational content, regardless of its complexity, can be effectively broken down into microlearning modules. This oversimplification overlooks the nuanced nature of certain subjects that are dense or highly interconnected, where microlearning might not suffice. While microlearning excels in delivering focused, topic-specific content in digestible portions, it is not a one-size-fits-all solution for every type of learning material. For more complex or detailed subjects, traditional training methods that offer depth remain necessary. A balanced approach, recognizing when to utilize microlearning and when to employ more extensive educational strategies is crucial for effectively meeting your organization’s training needs.

Misconception # 3: Microlearning can replace other forms of learning altogether.

A prevalent misconception is that microlearning can serve as a standalone solution, entirely replacing traditional extended forms of learning. This view oversimplifies the benefits of microlearning and ignores the benefits that more in-depth learning experiences offer. Microlearning should be seen as a complementary tool rather than a substitute. Recognizing microlearning as a supplement rather than a replacement allows for a more effective training approach.

Misconception # 4: Microlearning is only appropriate for millennials.

We should not make assumptions that younger learners can only learn with microlearning nor should we assume that older leaders can only learn in traditional face-to-face settings. Some hold the misconception that microlearning is tailored specifically for younger generations, attributed to their supposedly shorter attention spans. These same individuals have also made assumptions that all microlearning should be delivered in the form of a TikTok video.

However, microlearning comprises of more than short, snappy videos and can be effective for a diverse range of age groups and demographics. Its efficiency and adaptability are what make it appealing, whether it’s providing a refresher course to learners who have completed an extended training program, onboarding a subject matter expert at a new organization, or introducing new concepts that complement current tasks associated with a role within an organization. Therefore, microlearning’s versatility extends its benefits beyond just the younger audience, making it a valuable tool for continuous education across a learner’s lifespan.

Determining whether to use microlearning

When L&D professionals are mapping out how they plan to deliver instruction that meets the needs of their learners, they should consider asking the following questions to determine if microlearning is suitable:

• What are the learning objectives?
• Does the learning need to be reinforced?
• Is the goal to refresh familiar concepts?
• Can the content be presented as bite-sized and digestible?
• Are my learners comfortable with microlearning formats?
• How does microlearning fit into my organization’s overall learning strategy?

The brevity, flexibility, and focused nature of microlearning make it an appealing option for workforce training. However, it’s important to challenge the assumptions surrounding this delivery format by considering the common misconceptions we’ve discussed in this article. To ensure the efficacy of microlearning, L&D professionals should avoid information overload, communicate clear objectives, promote intuitive access, and incorporate interactivity.

Interested in exploring other common misconceptions about adult learning? Join myself and a panel of Litmos learning experts on Tuesday, March 12 at 12:00 PM ET for Litmos Learning Break: Mythbusting Common Learning Misconceptions – a live discussion that explores the truth behind popular learning myths.