We’ve all done it — stayed up late cramming for an exam, a certification, or an important presentation. It feels productive in the moment… but most of what we learn fades away within days.
This happens because our brains aren’t designed for massed learning (learning everything in one go). They’re built for spaced learning — a process where information is revisited at intervals over time.
This idea isn’t new. Over a century ago, Hermann Ebbinghaus (1885) discovered what’s now called the “spacing effect” — the principle that learning is more effective when study sessions are spaced out rather than crammed together. His research also introduced the “forgetting curve”, which shows how memory retention declines sharply after learning, unless it’s reinforced through timely review.
So why does spacing work?
- Effortful recall strengthens memory: When learners have to retrieve information after a gap, the effort rewires and deepens memory traces.
- Spacing makes the brain work harder: This “desirable difficulty” (a term coined by psychologist Robert Bjork) makes learning more durable.
- Each review slows forgetting: Every revisit resets the forgetting curve and helps the knowledge stick longer.
What this means for workplace learning
In corporate training, spacing can transform how employees retain and apply new skills. Instead of one-off workshops or content dumps:
- Design learning journeys, not events: Spread learning across weeks or months with short bursts of practice and reflection.
- Incorporate microlearning refreshers: Deliver bite-sized follow-ups through videos, quizzes, or infographics.
- Use learning nudges and spaced challenges: Reinforce key concepts through regular prompts or gamified tasks.
A little forgetting isn’t a flaw — it’s an essential part of learning. When we let time pass between learning sessions, we give the brain space to encode, consolidate, and strengthen connections.
Smart learning design doesn’t just deliver content. It delivers it again — at the right time.
Sources & Studies Cited:
- Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology
- Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis
Why Choose Learnnovators?
With over 20 years of experience, Learnnovators has earned its reputation as a preferred elearning vendor for leading enterprises around the world. We specialize in developing learner-centric and scalable custom elearning solutions that enhance employee performance, boost engagement, and align seamlessly with your strategic business goals. Whether you’re seeking to drive corporate training outcomes, or accelerate business growth, our innovative elearning solutions are crafted to maximize your return on investment and ensure sustainable success.
Write to us at elearning@learnnovators.com today to get started!
