The number of times we get asked if we support mandatory time spent on learning is mind-numbing. In light of this, it’s time to elaborate why we just don’t allow this:
First: some context
Let’s start with the most common reason behind this request. Whoever is building the learning curriculum is faced with regulatory requirements. It’s common for compliance to be measured by time spent “learning”. So although the author wants to create impactful learning, they’re stuck trying to navigate outdated rules that weren’t built for e-learning.
The logic behind timers is simple: if learners stay on a slide long enough, they’ll absorb the information. However, this often backfires. While compliance content is critical, and sometimes mandatory, using timers is an outdated way to meet those requirements.
This article is here to lend a helping hand, offering insights on how to overcome these obstacles while maintaining compliance.
The misconception: time spent equals learning
There’s a common belief that the more time a learner spends on content, the better they will understand it. It’s a bit like thinking that the longer you hold a book, the more you’ll know what’s inside it. Just because a learner is physically present on a slide doesn’t mean they’re actually engaging with the material. Physically might be the wrong choice of words even – for all we know they could be happily doomscrolling their favourite social media app while they should be looking to learn the critical compliance information.
This belief – linking time spent with effective learning – originates from earlier regulatory requirements. Back in the days when face-to-face training was the norm, time spent + a test in the end were the only viable metrics. But in an e-learning context, time spent doesn’t equate to genuine understanding or compliance.
Learners need opportunities to reflect, connect, and apply the knowledge – not simply to gaze at a screen, hoping it sinks in. Effective compliance training needs real engagement, not enforced time.
Learner autonomy and motivation
Timers can also undermine one of the most critical elements of effective adult learning: autonomy. Adults learn best when they feel in control of their learning journey. A timer telling them when they can move forward feels a bit like being told they can’t leave the dinner table until they finish their peas. It’s patronising, and it can quickly lead to frustration and disengagement.
And let’s face it, if there’s one thing adults dislike, it’s being treated like children. Giving learners control leads to more motivation and deeper engagement with the content – and fewer rebellious thoughts about escaping the lesson.
Cognitive load and true engagement
Forcing learners to stay on a slide longer than they need can actually increase cognitive load without adding any value – like making someone run on a treadmill when they’ve already reached their destination. When learners are stuck waiting for a timer, their minds tend to wander. Instead of processing the content, they might be thinking about what to have for dinner, what their cat is doing, or counting down the seconds until they can move forward. This is what we call ‘gaming the game’ – focusing more on beating the system than on understanding the content.
In compliance training, losing learner engagement is particularly problematic. The content is too important to risk learners ‘gaming the game’ rather than genuinely understanding the material. Compliance isn’t just about clocking in time – it’s about ensuring critical information is absorbed and applied.
An effective alternative: assessing understanding
A more effective way to ensure learners are comprehending the material is through active assessment, like mandatory questions. Rather than imposing a time constraint, questions require learners to prove they understand before moving on – like a friendly pop quiz that makes sure everyone is on the same page. This keeps learners mentally engaged, prompting them to actively think about what they’ve just learned. Immediate feedback also helps reinforce comprehension and provides an opportunity to correct misunderstandings straight away. It’s far more effective than simply making learners wait, tapping their fingers, and hoping knowledge magically appears.
Regulatory requirements often focus on proving that learners have engaged with and understood the content, and assessments provide a more reliable measure than time alone.
Practical tips for effective e-learning design
Rather than measuring how long a learner spends looking at content, focus on these research-backed strategies to enhance learning outcomes:
- Chunking content: Break content into smaller, manageable pieces. This helps reduce cognitive load and allows learners to focus effectively on each segment. Studies have shown that learners engage better when content is chunked, providing “visual rests” that help with processing and retention. Chunking content helps maintain engagement and improve learning outcomes.
- Active learning opportunities: Include activities that require learners to apply what they’ve learnt. Mandatory questions or reflective prompts help to solidify understanding and prevent the illusion of learning that often comes from passive viewing.
- Learner control: Allow learners to navigate content at their own pace. Research indicates that autonomy enhances motivation, which in turn boosts engagement and comprehension.
- Retrieval practice: Encourage learners to recall information through quizzes or exercises. This practice strengthens memory and helps transfer information from short-term to long-term memory.
- Personalisation: Where possible, personalise the learning experience. Giving learners a sense of personal agency helps them connect more meaningfully with the content.
Conclusion
Timers on e-learning slides may seem like an easy way to ensure learners engage with content, but they often lead to frustration, disengagement, and ineffective learning. The research tells us that learning is not about how long someone looks at something, but how deeply they engage with it.
Compliance training has traditionally equated time with understanding, but we need to rethink that equation. Regulatory bodies are increasingly recognising that measurable engagement – through assessments and interactive content – is a far better indicator of compliance and competence than merely watching the clock.
By ditching the timers and focusing on methods that foster active learning, we create an environment where learners can thrive – and maybe even enjoy the process.