Microlearning strategies: Engaging online adult learners
Abstract
Microlearning is emerging as a key strategy in higher education, offering brief, focused modules, typically under 20 minutes, that make complex information more digestible, engaging and applicable. Especially valuable for adult and non-traditional learners who balance education with work, family and other responsibilities, microlearning provides flexibility and just-in-time access that aligns with contemporary learning needs. Research demonstrates its capacity to reduce cognitive load, increase motivation through frequent small achievements, and strengthen retention through strategies such as spaced repetition and retrieval practice. Yet concerns remain that poorly designed modules can lead to fragmented knowledge, limited opportunities for peer interaction and difficulties in assessing higher-order thinking. To be effective, microlearning must go beyond brevity, integrating interactivity, accessibility and purposeful sequencing that align with the principles of Universal Design for Learning (UDL). In blended and hybrid courses, microlearning serves as a bridge between online and face-to-face instruction, enhancing engagement through the use of videos, podcasts, infographics, digital escape rooms, social media snippets and artificial intelligence (AI)-powered tools. When integrated into broader teaching approaches, microlearning channels students’ digital habits into meaningful learning, supporting both immediate application and long-term intellectual development. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
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Author's Biography
Brad Garner serves as the Digital Learning Scholar in Residence in the Office of Academic Innovation at Indiana Wesleyan University (IWU). Before moving into higher education, his career focused on programme and faculty development in K-12 public school settings, where he worked as a classroom teacher, school psychologist and administrator. Brad is a frequent presenter at conferences and workshops around the world and has authored and co-authored several publications, including ‘A Brief Guide to Teaching Adult Learners’ (2009), ‘A Brief Guide to Millennial Learners’ (2007) and ‘Teaching the First-Year Seminar’ (2012). His other works include ‘Creating Digital Citizens’ (2016), ‘Engaging Citizens as Digital Content Curation’ (2019), ‘Inclusive Hospitality in Online Learning’ (2024), ‘Creating the Future You’ (2025) and ‘Improvisation and Spontaneity in Teaching’ (2025). His first book, ‘Getting Employed, Staying Employed’ (1987), was recognised and honoured as a ‘Book of the Year’ by the President’s Committee on the Employment of People with Disabilities.
Annie Els , MEd, is a Learning eXperience Designer in the Office of Academic Innovation at Indiana Wesleyan University (IWU). She specialises in instructional design, gamification, artificial intelligence (AI) in education and Universal Design for Learning (UDL), with a strong interest in creating equitable, engaging learning experiences. Annie’s recent projects include developing AI-powered course assistants, designing competency-based learning pathways and spearheading interactive design to improve student engagement and success. She continues to build on her background in K–12 education and award-winning online course design to explore how emerging technologies and neuroscience-informed strategies can transform teaching and learning.
Tiffany Snyder , PhD, is the Director of Faculty Engagement at Indiana Wesleyan University (IWU). She facilitates professional development for faculty teaching in hybrid and online programmes, with a particular interest in how emerging technologies shape learning. Since 2022, Tiffany has led faculty artificial intelligence (AI) literacy initiatives and collaborated on research exploring the role of AI in higher education. She also teaches in IWU’s Doctor of Business Administration programme. With prior experience as Director of Career Development and a PhD in psychology, technology and learning from Grand Canyon University, Tiffany continues to explore how the thoughtful integration of technology can enrich teaching practice, student learning and professional development.
Citation
Garner, Brad, Els, Annie and Snyder, Tiffany (2025, December 1). Microlearning strategies: Engaging online adult learners. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 4, Issue 2. https://doi.org/10.69554/MRWW4300.
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