small bites = BIG GAINS: Leveraging Microlearning to Support Teacher Education

This mixed-methods case study examines a redesigned 12-week teacher education course on Child Development in which weekly mid-week microlessons were embedded as core companions to lectures and readings. Each microlesson was designed in accordance with evidence-informed practices (e.g., spaced exposure, retrieval opportunities) and Mayer’s multimedia learning principles. Twenty-six teacher candidates completed 12 microlessons over the semester. Data sources included web server logs, embedded mini-surveys, an end-of-term survey, and semi-structured interviews. Learners engaged frequently with the microlessons (826 total visits; ≈2.6 views per lesson per student), with 41% of views occurring within 48 hours of release, indicating distributed engagement. Contrary to assumptions about mobile learning, 94% of accesses occurred on laptops or desktops, which students associated with focused academic work. Participants described the course as well-paced and manageable; the combination of shorter synchronous sessions, spaced microlessons, and low-stakes multiple-attempt quizzes supported attention, self-regulation, and retrieval practice. Students reported revisiting microlessons to clarify ideas, prepare assignments, and model designs for their own teaching. Findings suggest that well-designed microlessons can enhance teacher education by segmenting and distributing key content while fostering repeated, purposeful engagement. Limitations include the single-course context, small sample, and the absence of direct learning-outcome measures.