Integrity Research Journals

ISSN: 2636-5995
Model: Open Access/Peer Reviewed
DOI: 10.31248/IJET
Start Year: 2016

Lecture duration: A risk factor for quality teaching and learning in Higher Education   |   Article Number: 020F85691   |   Vol.1 (1) - April 2017

Received Date: 28 February 2017   |   Accepted Date: 14 April 2017  |   Published Date: 30 April 2017

Authors:  Chika Eze* and Ombajo Misava Edward

Keywords: Bottleneck theory of attention, capacity theories, higher education, information overload, lecture duration, quality assurance and control, quality teaching and learning, reorienting curriculum.

This article explores the possible impact of lecture duration on the quality of teaching and learning in higher education. It does so based on the notion that human attention span has boundaries and limitations, therefore, the concern is: what is the best length of lecture duration for effective teaching and learning in higher education. Based on Capacity Theories of Attention and Bottleneck Attention theory which express that people have limited attention span as well as natural mental filter, this paper interrogates the three hours lecture duration per session as a risk factor that may impact on effective teaching and learning. The aim is to critically evaluate the merit and demerit in consideration to reorienting higher education teaching curriculum for sustainability including quality assurance and control. In this perspective, lecture duration is anticipated as a risk factor that could either facilitate or hinder quality teaching and learning. In conclusion, the paper calls for empirical research to be conducted among students and lecturers to ascertain the possible impact of lecture duration on completion of syllabus including the depth of input versus output and quality academic performance.

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