American Journal of Advanced Multidisciplinary Innovation and Research

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Microlearning Pathways for Improving Knowledge Retention in Higher Education

Author(s) Dr. Claire Dubois
Country United States
Abstract The increasing volume of academic content in higher education has created a need for learning approaches that support sustained attention, meaningful engagement, and long-term knowledge retention. Microlearning has emerged as a flexible instructional approach in which complex academic content is divided into short, focused learning units that can be accessed and revisited across different learning contexts. This study examines the potential contribution of structured microlearning pathways to knowledge retention among higher education students. A quantitative quasi-experimental research design was proposed, involving 220 undergraduate students divided into a microlearning group and a conventional-learning comparison group. The microlearning pathway consisted of short instructional modules, retrieval activities, formative quizzes, spaced review sessions, and cumulative assessments. Knowledge retention was assessed through immediate post-tests and delayed assessments.
The illustrative findings indicate that students participating in the structured microlearning pathway demonstrated stronger delayed knowledge retention than students receiving conventional instructional content. The findings further suggest that retrieval practice, spaced repetition, and progressive sequencing may be particularly valuable components of an effective microlearning pathway. The study argues that microlearning should not be reduced to simply shortening educational content. Its effectiveness depends on how short learning units are sequenced, connected, revisited, and integrated with retrieval and reflection. The study contributes to higher education research by presenting microlearning as a structured pathway for strengthening durable learning rather than merely as a convenient method for delivering small pieces of information.
Keywords Microlearning, Knowledge Retention, Higher Education, Retrieval Practice, Spaced Learning, Learning Outcomes, Digital Learning, Student Engagement
Field Engineering
Published In Volume 1, Issue 2, March-April 2020
Published On 2020-03-09
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