Abstract:

This paper presents a research-based framework for integrating experiential learning into online microlearning environments designed for mental health counsellor education. Microlearning, characterised by small, focused learning units, has been shown to enhance retention and learner engagement by aligning with cognitive information-processing models. However, its pedagogical potential remains underexplored in higher education contexts involving complex professional competencies. Drawing on theories of experiential learning, Personal Learning Environments (PLEs), and Self-Regulated Learning (SRL), this study investigates how microlearning activities can support the development of motivation, autonomy, and reflective practice among future mental health counsellors.

The study employs a quantitative research methodology to examine the perceptions of learners regarding the effectiveness of microlearning activities and their engagement with experiential tasks. Data have been collected via an online survey administered to postgraduate students enrolled in the “Child and Adolescent Mental Health, Addictions, and New Technologies” Master’s program at the University of Patras, Greece. The sample includes future health counsellors, social workers, and psychologists who participated in both in-person and online sessions of the course “Contemporary Challenges of Addictions in the Context of New Technologies” during the academic years 2022-2024.

The data analysis focuses on the extent to which microlearning supports personalised learning and promotes SRL through experiential, collaborative and reflective learning activities. Findings demonstrate how integrating experiential approaches into microlearning can strengthen the autonomy, engagement, and professional identity formation of learners. The paper contributes to the design of a pedagogically grounded microlearning framework that aims to foster personalised, experiential, and self-regulated learning within digital higher education contexts.

Keywords:

Microlearning, Experiential Learning, Personalised Learning, Self-Regulated Learning.