1-Hour Microlearning Courses

When you need focus, not depth

Want to swoop in, deliver a single powerful skill, and get out before attention drops? That’s microlearning, when it’s done right.

And yes, the research backs it up:

• Up to 60% higher retention

• 17% more efficient learning

• Engagement rates as much as 4x higher than traditional formats

But here’s the part people miss: Microlearning only works when the goal is narrow.

Perfect for Edovo when you’re teaching:

• One conflict de-escalation technique

• A single job interview behavior (eye contact, posture, greeting)

• Basic computer actions

• Emergency or safety procedures

• One mental health coping tool

Design rules that matter:

• One skill. One outcome. No bonus lessons sneaking in.

• Immediate practice (don’t “explain and vanish”).

• Automated feedback to reinforce success.

• Explicitly connect this micro-skill to a larger learning journey.

If you find yourself saying, “Well, they also need to understand…”
🚨 That’s your cue. This isn’t microlearning anymore, and it's time to consider a longer-form course. 

2–5 Hour Courses

Foundations without frying brains

This is the sweet spot for real skill-building, especially for adult learners with varied educational histories.

Learning science tells us that 2–4 hours, spread across digestible chunks, aligns beautifully with:

• Cognitive load theory

• Adult learning principles

• Trauma-informed pacing

It’s enough time to learn, not just recognize information.

Perfect for Edovo when you’re teaching:

• Basic financial literacy

• Internet and digital safety

• Workplace communication

• Introductory anger management

• Resume fundamentals

• Core parenting skills

Design rules that matter:

• Break content into 10–15 minute chunks

• Use multiple scenarios, not one “perfect example”

• Mix media thoughtfully

• Build logically—no jumping from “what’s a dollar?” to “invest in crypto”

If your course answers “What is this and how do I use it?”
You’re likely in 2–5 hour territory.

6–10 Hour Courses

Where skills start talking to each other

This is where things get interesting.

At this length, learners aren’t just acquiring skills, they’re integrating them.

Adult learning theory is clear here:

• Complex performance requires time

• Integration requires spacing

• Reflection strengthens transfer

In other words: brains need room to connect dots.

Perfect for Edovo when you’re teaching:

• Job readiness programs

• Comprehensive communication skills

• Introductory entrepreneurship

• Parenting skill development

• Digital literacy

• Conflict resolution systems

Design rules that matter:

• Assessment checkpoints every 1–2 hours

• Reflection every 3–5 pages (this is adult learning gold)

• Gradual increase in complexity

• Scaffolded support that fades over time

If your course teaches processes, not just facts, this is your lane.

11–20 Hour Courses

Where behavior actually changes

This is the threshold where learning starts to stick to real life.

Research from CBT, behavior change theory, and adult education all point to the same thing:

Sustainable behavior change takes time, repetition, and guided reflection.

This range supports:

• Pattern recognition

• Metacognition

• Identity-level learning (“I do things differently now”)

Perfect for Edovo when you’re teaching:

• Advanced anger management

• Addiction recovery foundations

• Small business planning

• Advanced computer skills

• CBT concepts

• Leadership and mentorship

Design rules that matter:

• Progress milestones every 3–4 hours

• Real-world application projects

• Mixed assessment types (variety matters)

• Reflection + goal-setting loops

If your goal is “I want this to change how they respond in real situations”, this is the range you want.

21–40 Hour Courses

Habit formation and credentials live here

This is long-game learning.

Habit research tells us it takes weeks, not hours, to rewire behavior, and in correctional education, these programs are often life-changing.

Perfect for Edovo when you’re teaching:

• Full CBT or DBT programs

• Vocational training

• GED subject prep

• Reentry planning

• Peer counseling certification

Design rules that matter:

• Clear pathways and learner choice
  

• Intentional reinforcement of key concepts

• Capstone projects

• Opportunities for reflection over time
  

• Content is broken into digestible chunks to avoid cognitive overload

• Post-release relevance

• Credential alignment when possible

If your course is preparing someone for a role, not just a skill, this length makes sense.

41+ Hour Courses

Mastery mode

These courses are beasts, and they matter.

Federal Bureau of Prisons literacy standards, trade certifications, and academic prep all require significant time investment. This isn’t fluff. It’s infrastructure for real opportunity.

Perfect for Edovo when you’re teaching:

• Full GED prep

• Trade certifications

• College readiness

• Deep therapeutic programs

• Peer educator tracks

Design rules that matter:

• Modular structure (chunk everything)

• Frequent progress celebrations

• Flexible entry and exit points

• Community-style learning where possible

• Credentials = motivation

Universal Edovo Design Rules (Non-Negotiable)

No matter the length:

• Let learners move at their own pace

• Show progress clearly

• Use multimedia intentionally

• Pilot test everything

• Design with trauma-informed language, accessibility, and dignity

TL;DR (Because You’re Busy)

There’s no magic number, but there is a right match.

• One skill → 1 hour

• Foundations → 2–5 hours

• Integrated skills → 6–10 hours

• Behavior change → 11–20 hours

• Habits & credentials → 21–40 hours

• Mastery → 41+ hours

Start with the transformation you want.
Then choose the time it deserves.

Now go build something brilliant,m and the right length.

References

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• Association of Applied and Therapeutic Humor. (2021). Certification training requirements. AATH.

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• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.

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• Crowley, D. M., Jones, D. E., Greenberg, M. T., Feinberg, M. E., & Spoth, R. L. (2018). Benefit–cost analysis of a social-emotional learning program. Child Development, 89(4), 1271–1286.

• Davis, L. M., et al. (2023). Ten years after: A longitudinal follow-up on the effectiveness of correctional education. RAND Corporation.

• De Gagne, J. C., Park, H. K., Hall, K., Woodward, A., Yamane, S., & Kim, S. S. (2019). Microlearning in health professions education: A scoping review. Nurse Education Today, 76, 18–23.

• Fogg, B. J. (2020). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

• Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth Publishing.

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• Linehan, M. M. (2025). DBT skills training manual (3rd ed.). Guilford Press.

• Merriam, S. B., Bierema, L. L., & Fedeli, M. (2025). Adult learning: Linking theory and practice (2nd ed.). Jossey-Bass.

• National Association for the Education of Young Children. (2020). Professional development standards. NAEYC.

• National Child Traumatic Stress Network. (2024). Updated guidelines for trauma-informed care in educational and justice-involved settings. NCTSN.

• Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390–395.

• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27.

• Steurer, S. J., Smith, L. G., & Tracy, A. (2001). Three state recidivism study. Correctional Education Association.

• Substance Abuse and Mental Health Services Administration. (2014). TIP 57: Trauma-informed care in behavioral health services. SAMHSA.

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• U.S. Department of Education, Office of Career, Technical, and Adult Education. (2025). Correctional education guidance package: Promoting success for justice-involved individuals.

• U.S. Department of Justice, Federal Bureau of Prisons. (2020). Program statement: Literacy program (PS 5350.28).