Humour and teaching in higher education

Abstract

It is often claimed that humour is a desirable characteristic of teaching and learning. Justifications for the use of humour include the promotion of understanding, holding the attention of students, managing disruptive behaviour, creating a positive attitude to the subject matter, and reducing anxiety. Empirical studies of the connections between humour and learning are reviewed. These indicate that humour, provided it is not used to excess, can increase attention and interest and help to illustrate and reinforce what is being taught. It is suggested that the presentation of humorous material involves skills which can be learnt through practice and that staff development programmes should provide opportunities for academics to acquire such skills.

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