Academic Learning Time

Citation: Huitt, W. (2005, April). Academic learning time. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/process/ALT.html

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Academic Learning Time (ALT) is defined as "the amount of time students are successfully covering content that will be tested" (Squires, Huitt & Segars, 1983). It is a revision of the time-on-task or engaged time variable first highlighted by John Carroll (1963) in his formula for school learning (Berliner, 1990). ALT is a combination of three separate variables: Content Overlap, Involvement, and Success. Content Overlap is defined as "the percentage of the content covered on the test actually covered by students in the classroom" (Brady, et al., 1977) and is sometimes referred to as "Time on Target." Involvement is the "amount of time students are actively involved in the learning process" and is often referred to as "Time on Task." (Stallings & Kaskowitz, 1974). Success is defined as the "extent to which students accurately complete the assignments they have been given" (Fisher, et al., 1978). A high level of Academic Learning Time means that 1) students are covering important (tested/evaluated) content; 2) students are "on-task" most of the class period; and 3) students are successful on most the assignments they complete.

Because ALT is really the result of many decisions about how time is spent in schools and classroom, as is depicted in the graph below, small increases in a number of these factors can lead to large increases in ALT.

For additional discussions of academic learning time and how to improve it, see Vockell: Using time effectively: The secret to successful learning.

References:

• Berliner, D. (1991). What's all the fuss about instructional time? In M. Ben-Peretz & R. Bromme (Eds.), The nature of time in schools: Theoretical concepts, practitioner perceptions. New York: Teachers College Press. Retrieved April 2005, from http://courses.ed.asu.edu/berliner/readings/fuss/fuss.htm.
• Brady, M., Clinton, D., Sweeney, J. Peterson, M., & Poynor, H. (1977). Instructional dimensions study. Washington, DC: Kirschner Associates, Inc.
• Carroll, J. (1963). A model of school learning. Teachers College Record, 64, 723-733.
• Fisher, C., Filby, N., Marliave, R., Cahen, L., Dishaw, M., Moore, J., and Berliner, D. (1978). Teaching behaviors: Academic Learning Time and student achievement: Final report of Phase III-B, Beginning Teacher Evaluation Study. San Francisco: Far West Laboratory for Educational Research and Development.
• Squires, D., Huitt, W., & Segars, J. (1983). Effective schools and classrooms: A research-based perspective. Alexandria, VA: Association for Supervision and Curriculum Development.
• Stallings, J., & Kaskowitz, D. (1974). Follow Through classroom observation evaluation, 1972-1973. Menlo Park, CA: Stanford Research Institute.

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