Abstract
Background
Traditional training programs often involve lengthy sessions, which can be challenging for employees who have heavy workloads to assimilate. In response to these challenges, microlearning has emerged as a promising pedagogical alternative.
Purpose
This study investigates the effectiveness of microlearning as an innovative practice for employee training, focusing on its ability to support learning and knowledge transfer in response to evolving training needs.
Research Design, Study sample, Data collection, and/or Analysis
A qualitative research design was adopted, involving focus group discussions and interviews with 40 librarians in four university libraries in Tanzania. Participants engaged with microlearning training videos over 5 months. These videos aim to foster targeted skills development and practical workplace application. Guided by the Kirkpatrick training evaluation model to measure effectiveness across the four levels, the collected data were analyzed using deductive thematic analysis.
Results
The findings reveal that microlearning led to high levels of learner satisfaction, improved skills retention, enhanced knowledge transfer, and increased commitment to applying learned competencies. Participants also reported noticeable improvements in workplace efficiency and productivity.
Conclusion
The study concludes that microlearning offers a practical, cost-effective, and scalable solution for professional development within academic institutions, particularly in resource-constrained environments. Based on these findings, the study recommends adopting microlearning for workplace training to improve training outcomes and highlights its potential to address modern training challenges. Institutions should invest in promoting a culture of self-directed learning to maximise microlearning’s impact. This research contributes empirical and practical evidence on microlearning’s practicality, particularly in university library settings, offering unique insights into its effectiveness.
Keywords
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