Training providers dedicate huge amounts of time and resource to creating and delivering programmes, yet one familiar problem persists: learners often complete a course feeling confident, but weeks later, much of that knowledge has faded. It’s frustrating for trainers and clients alike, especially when compliance, safety, or performance outcomes depend on skills being retained.
This is where learning science can make the difference. Learning science draws on psychology, neuroscience, and educational theory to explain how the brain processes and recalls information. When training providers apply these principles, they create programmes that are not only engaging in the moment but continue to deliver value long after the training ends.
Traditional “single hit” training sessions don’t align with how the brain naturally retains knowledge. Research shows that without reinforcement, learners forget up to 70% of what they’ve learned within 24 hours. For training providers, that means wasted effort, disengaged learners, and clients questioning the return on their investment.
By applying learning science, providers can:
Increase learner retention and confidence in applying new skills.
Reduce the need for repetitive refresher training.
Demonstrate measurable outcomes to corporate clients.
Create training programmes that stand out from competitors.
Embedding evidence-based methods not only improves the learner experience but also strengthens a provider’s reputation for delivering impactful results.
Our brains are wired to forget quickly. Hermann Ebbinghaus’ “forgetting curve” research in the late 19th century still holds true today: knowledge fades unless it is revisited. Spaced repetition interrupts this process by reviewing content at intervals, each time embedding it deeper in long-term memory.
For training providers, this might mean replacing a two-day intensive course with a series of shorter modules spread across several weeks. It could also mean scheduling automated reminders or practice tasks after the programme has ended. Technology makes this much easier: for example, a training management system can automatically send learners short quizzes or micro-learning activities at scheduled points, ensuring knowledge is reinforced without creating more admin for the trainer.
Another powerful principle is retrieval practice. Instead of simply rereading notes or slides, learners are prompted to recall knowledge from memory, which significantly strengthens retention. It’s the difference between passively recognising information and actively reconstructing it.
This can be applied in a number of ways:
Introducing short, low-stakes quizzes during a course to test understanding.
Using scenario-based questions that require learners to apply their knowledge.
Encouraging learners to “teach back” a concept to their peers, which deepens their own grasp of the material.
The key is frequency. By building in opportunities to retrieve information regularly, providers can create lasting learning far beyond the end of the course.
Sitting passively through a lecture is one of the least effective ways to learn. Active learning flips this dynamic, asking learners to engage with content, apply it, and practise skills in real-world contexts. This doesn’t just improve retention - it makes the learning experience more enjoyable.
Examples include group problem-solving, role play, simulations, or case studies. In technical or compliance training, providers might combine classroom explanations with practical demonstrations or on-the-job exercises. Even short activities - like asking learners to discuss how a new regulation applies to their workplace - can significantly increase understanding.
Feedback is one of the strongest drivers of improvement. Without it, learners have no way of knowing whether they are applying knowledge correctly. Reinforcement also plays a role, helping to build confidence and motivation over time.
This doesn’t have to mean lengthy written reports. Quick, timely feedback - such as instant responses to quiz answers or brief trainer comments in a portal - is often more effective. Reinforcement can also be achieved through digital certificates, CPD credits, or recognition of progress at each stage of the training journey. Together, feedback and reinforcement ensure learners don’t just receive information but also feel supported in applying it.
Working memory is limited, and overloading it is one of the fastest ways to reduce learning effectiveness. This is known as cognitive load theory. When learners are bombarded with too much information in a short space of time, very little of it makes it into long-term memory.
To counter this, providers can:
Break complex topics into smaller, more manageable chunks.
Use visuals and examples to simplify complex information.
Focus each session on a small number of clear learning objectives.
Managing cognitive load doesn’t mean reducing content, but rather structuring it in a way that learners can absorb and retain.
Learning is not just an individual pursuit. People understand and retain more when they share, discuss, and debate with others. Social learning builds on this, turning peers into a powerful resource.
For providers, this can mean designing group exercises where learners work through a problem together, encouraging peer feedback, or creating online communities where delegates can continue discussions after a course. Even in short face-to-face workshops, carving out time for learners to exchange experiences can dramatically increase engagement.
Adopting these principles doesn’t mean rewriting all of your programmes overnight. The most successful providers start small: adding a recall quiz a week after training, replacing a recap slide with a short group discussion, or breaking a long session into two shorter modules. Over time, these adjustments add up to a delivery style that feels fresher, more engaging, and more impactful.
Technology can play a big role here. A training management system allows providers to automate spaced repetition activities, send follow-up reminders, capture feedback, and share progress reports with clients. By embedding these processes into the system, providers can scale evidence-based learning techniques without increasing their workload.
Learning science offers a clear path to improving training delivery. By weaving in principles like spaced repetition, retrieval practice, active learning, and cognitive load management, training providers can create programmes that don’t just inform learners but transform the way they work.
For providers, this means higher engagement, stronger client relationships, and a reputation for delivering training that sticks.
If you’d like to see how accessplanit can help bring these principles into your delivery model - from automated reminders to real-time reporting - book a demo today!
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