Bite-sized learning: when less can be more

In an age of TikTok attention spans and relentless digital distractions, higher education is grappling with the question: How do we keep students engaged while ensuring they actually learn? Enter micromodules: short, focused, bite-sized bursts of academic content designed to fit into busy lives and dwindling concentration spans. 

But do they work? A growing body of research suggests yes, if implemented thoughtfully. Eight- to 15-minute microlearning sessions can rival or even outperform traditional lectures in engagement and immediate recall, according to studies from medical schools, computer science programmes and adult education courses. 

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But, while micromodules can be effective, there are still challenges to consider. Poor design, tech barriers and overestimating long-term knowledge retention can undermine their effectiveness.  

What is bite-sized learning and why does it work? 

The concept of microlearning was formally introduced by Stephen Meyer in 2015. His principles – research-based learning, single-concept focus and rapid knowledge absorption – have since been embraced by educators around the world. As uninterrupted time becomes a luxury, and increased screentime and multitasking become the norm, bite-sized, targeted learning formats in the form of micromodules have gained traction. 

Our approach to microlearning 

Bite-sized learning is embedded into our blended learning and flipped classroom models. Students engage with micromodules via Canvas before class, allowing face-to-face sessions to be dedicated to deeper discussion, problem-solving and application. 

These micromodules are designed for self-directed learning, often combining reorganised lecture content with multimedia elements such as videos, infographics and quizzes. This format provides flexibility for students and supports diverse learning styles. 

We’ve also extended our microlearning model globally through Massive Open Online Courses (Moocs), offered on platforms such as Coursera and edX. Our Mooc production team at the Center for Education Innovation has developed a streamlined process that emphasises “chunked” content of six- to eight-minute videos that are accessible, engaging and easy to update. 

The dos of effective micromodule design 

Keep it brief and focused

Avoid hour-long PowerPoint marathons. Research consistently shows that eight to 15 minutes is the sweet spot. In a  2021 study at Emory University, medical residents absorbed just as much from eight-minute peer-taught sessions as they did from traditional lectures and reported higher satisfaction. Similarly, a 2024 Singaporean study found that adult learners preferred self-paced micromodules over Zoom lectures, citing better focus and efficiency. 

Create a cohesive framework

Micromodules work best as stand-alone units while contributing to a cohesive course or module. The most successful cases of micromodules in flipped classrooms embedded bite-sized videos alongside existing coursework. When used as supplementary tools, such as quick refreshers before exams, or lecture replacements, they reinforced learning without overwhelming students.  

Simplify without oversimplying

Structured and segmented content beats traditional lectures in knowledge retention, according to a 2024 study on allied health students. Effective micromodules balance clarity and complexity – using intuitive layouts, clear navigation and multimedia (diagrams, short videos) to aid understanding without diluting depth.

Use context-rich storytelling

Learners engage more deeply with real-life scenarios and storytelling. Peer-led micro-lectures and self-paced online modules, tested in Hong Kong's urology programme, led to stronger engagement because they applied concepts to authentic situations. For example, case-based mini-lessons can help learners see immediate relevance.  

Design for repeatability

Spaced review and repetition of content boosts retention. Consequently, educators such as Lee suggest that micromodules should allow flexible review. Features like bookmarking and quick recaps let learners conveniently revisit content, which is useful for just-in-time learning, like skill refreshers before practical tasks.

Ensure it is actionable

The best micromodules encourage immediate application by using quick practice exercises, reflection prompts or scenario-based questions, so learners apply new knowledge right away. For instance, a five-minute module on patient communication could end with a role-play challenge, reinforcing skills in real time. In the same vein, academic Teemu Patala highlights that micromodular mobile learning allows airport ground operations workers to apply their training immediately in their fast-paced work environment.

…and the don’ts

Don’t overlook technical barriers 

A  2019 scoping review highlighted that unequal access to digital tools remains a significant barrier. Educators must consider bandwidth, device compatibility and digital literacy when implementing microlearning. 

Don’t equate brevity with retention 

While micromodules can boost short-term recall, long-term retention may suffer without reinforcement, research has found – a 2023 study in Hong Kong showed that although students performed well immediately after viewing a module, their scores declined over time. Embedding quizzes, discussions and projects can help solidify learning. 

Don’t overload students or faculty 

Creating quality micromodules takes time and training. Some institutions mitigated this by using peer teaching, but even then, oversight is key. And for students, stacking too many micromodules can backfire. One study warned of cognitive overload if content isn’t carefully paced. 

Is bite-sized learning here to stay? 

When designed well – short, structured and integrated – micromodules can enhance engagement, flexibility and immediate learning. But bite-sized content is a method, not a pedagogy. To prevent superficial learning, it must be integrated into a thoughtfully designed learning ecosystem that supports critical thinking, context and application. 

By pairing microlearning with macro-thinking – the ability to see how bite-sized knowledge fits into the bigger picture or the larger, more complex framework of the course – educators retain engagement without sacrificing depth. 

However, the approach is not a silver bullet. Technical access, long-term retention and faculty support remain hurdles. For universities weighing the shift, the lesson is clear: small content can deliver big results, if we avoid the drawbacks. As universities continue to experiment with agile, student-focused teaching methods, micromodules represent a powerful tool, one that can keep pace with the changing needs of learners and the evolving landscape of higher education. 

Aditi Jhaveri is a senior lecturer at the Center for Language Education at Hong Kong University of Science and Technology. 

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