Sorry, what was that again? The problem of a limited attention span, technology-enabled
A former colleague with whom I worked in another institution a good few years ago told me recently that, about half way through a lecture, he had asked his class a question. No one responded. By this I don’t just mean that no answer was offered; there wasn’t even much evidence that the students were aware that a question had been asked of them. In fact, it turned out they were almost all focusing on their phones and tablets, because someone was live-tweeting an event in which they all had an interest. My friend suddenly realised he was talking to himself.
In this case there may have been a particular reason for the student inattention, but even in other circumstances it has become difficult to know how long students will focus on the teaching. A few years ago the BBC reported on a survey that had found that ‘the average length of time a student could concentrate for in lectures was 10 minutes’. A more recent American study had this finding:
‘The researchers observed a pattern in which the first spike in reported attention lapses occurred just 30 seconds into a lecture segment, likely reflecting the same “settling-in” period of disruption… The next consistent spike in reported attention lapses occurred at 4.5 to 5.5 minutes into the lecture, followed by another spike at 7 to 9 minutes, and then another at 9 to 10 minutes into the lecture. This waxing-and-waning pattern continued throughout the lecture, with attention lapses occurring more frequently as the lecture progressed. By the end of the lecture, lapses occurred about every two minutes.’
If this pattern of attention and lapses is typical, then we would have to ask serious questions about the effectiveness of lecture-style teaching. If in addition we factor in the impact of personal technology such as smartphones and the ease with which they provide nearly indetectable access to something other than what is going on in the classroom, we would have to wonder about the possibility of significant learning taking place at all in such settings. Part of the answer is to have as much ‘active learning’ as possible: when students are asked to do something, the evidence is that they pay more attention. Part of it is probably also related to the communication skills of the teacher. But overall we need to accept that traditional teaching may not engage students much these days, and we must ensure that we employ an active assessment of pedagogy that never assumes we must always continue to do what we did before.