Microlearning as a Vehicle for Rosenshine’s Principles of Instruction: Bridging Cognitive Science and Instructional Practice

Abstract

Microlearning—short, focused learning units delivered via digital or blended formats—has surged in popularity across educational contexts, yet its instructional quality often depends on the underlying design principles. This conceptual paper argues that Barak Rosenshine’s ten Principles of Instruction provide an evidence-informed framework to guide the design of effective microlearning experiences in both K–12 and higher education settings. Drawing on cognitive science research and empirical studies, the paper maps each of Rosenshine’s principles—including daily review, small-step instruction, questioning, modeling, guided practice, scaffolding, and spaced review—onto practical microlearning strategies. By illustrating how microlessons can embody these principles, the paper demonstrates that microlearning can move beyond superficial or fragmented “bite-sized” content toward pedagogically coherent, high-impact learning experiences. This synthesis offers educators, instructional designers, and researchers a structured approach to creating microlearning that aligns with established science-of-learning principles, aiming to improve learner retention, engagement, and knowledge transfer while addressing gaps in current microlearning implementations and research.