“How long should my course be?”

Short answer: It depends.

Longer—and far more helpful—answer: the perfect length hinges on what you’re trying to teach, how deep you want people to go, and the fact that correctional environments are, shall we say… complicated.

Lucky for you, we’ve done the research and this article will break it down, research-style.

Your Cheat Sheet

• 1-Hour Microlearning → Quick hits. One skill. Super focused
  

• 2-5 Hours → Foundations. Enough time to teach real skills without frying brains
  

• 6-10 Hours → Integrated skills. Multi-step processes. Adult learners need time to connect dots
  

• 11-20 Hours → Deeper behavioral change. Building higher-level competencies

• 21-40 Hours → Habit formation territory

• 41+ Hours → Masters-level commitment.

• Chunk big content into bite-sized pieces. Think marathon, not sprint

• Mix media for engagement, no matter what size course you create
  

1-Hour Microlearning Courses

Want to swoop in, drop knowledge bombs, and swoop back out before anyone loses interest? That’s microlearning, baby.

• 60% retention boost with microlearning.

• Learners absorb info 17% more efficiently in snack-sized chunks.

• Engagement can be 4x higher than traditional learning.
  
  

Perfect for Edovo when you’re teaching things like:

• Conflict de-escalation techniques

• A single job interview skill (like eye contact or a handshake)

• Basic computer functions

• Emergency procedures

• Quick mental health coping strategies

Design Tips:

• One skill. One goal. Keep it laser-focused.

• Include immediate practice and weave in automated feedback.

• Connect it to a broader learning journey.

2-5 Hour Courses

These are your foundation builders. Think “I want to teach people real skills” but without melting their brains.

Research tells us that 2-4 hour sessions align beautifully with adult learning theory because they help avoid cognitive overload while still delivering solid skill acquisition.

Perfect for Edovo when you’re teaching things like:

• Basic financial literacy

• Internet safety

• Workplace communication basics

• Introduction to anger management

• Resume writing fundamentals

• Basic parenting skills

Design Tips:

• Break content into 10-15 minute chunks

• Offer multiple practice scenarios

• Include multimedia resources

• Build progressively on prior knowledge. Build logically on previous lessons—don’t jump from “what’s a dollar” to “invest in cryptocurrency”
  
  

6-10 Hour Courses

Now we’re getting serious. This is where you tackle multi-step skills and integration. Learners need time to connect dots, integrate skills, or tackle multi-step processes—and adult learning theory says they’ll thank you for it (even if they don’t say it out loud). If this is your goal, you’ll want to step up to the 6-10 hour range. Adult learning principles emphasize the need for time to process and practice, and this duration allows for spaced repetition and multiple practice cycles.

Perfect for Edovo when you’re teaching things like:

• Job readiness programs

• Comprehensive communication skills

• Introduction to entrepreneurship

• Parenting skills development

• Basic computer literacy

• Conflict resolution strategies

Design Tips:

• Add assessment checkpoints every 1-2 hours

• Integrate reflection activities every 3-5 pages within a lesson. Reflection activities = adult learning gold

• Increase complexity gradually and scaffold in support

11-20 Hour Courses

Here’s where we’re talking real change. Behavioral shifts, complex thinking, and serious skill building. Perfect if you’re looking to go beyond “awareness” and want your content to stick like superglue. 

This length supports deeper transformation—where you’re working toward true behavioral change or developing higher-level competencies. Cognitive-behavioral therapy research supports this timeframe for shifting behavior patterns.

Perfect for Edovo when you’re teaching things like:

• Advanced anger management

• Comprehensive addiction recovery modules

• Small business planning

• Advanced computer skills

• Cognitive behavioral therapy concepts

• Mentorship and leadership development

Design Tips:

• Include progress milestones every 3-4 hours

• Integrate real-world application projects

• Mix up your assessments—nobody wants 200 multiple choice questions

• Weave in reflection and goal-setting

21-40 Hour Courses

This is the deep end of the pool. You’re helping learners build professional skills, change entrenched habits, or earn credentials.

Habit formation research says it takes at least 21 days, so these courses exist for a reason…they’re vital for long-term success 

When you’re aiming for professional-level skills, deep therapeutic change, or complex integrations, look to this range. It’s ideal for certifications, habit formation, and life-changing interventions.

Perfect for Edovo when you’re teaching things like:

• Complete therapeutic programs (CBT, DBT)

• Vocational training

• GED subject preparation

• Advanced life skills

• Reentry planning

• Peer counseling certification

Design Tips:

• Map out clear learning pathways with choices

• Incorporate capstone projects

• Include mentorship opportunities

• Foster connections for post-release life
  

41+ Hour Courses

Here’s where you’re shaping true mastery. These programs are essential for professional certifications, advanced technical skills, or full academic subjects. These courses are beasts, but they’re worth it.

Federal Bureau of Prisons standards, for instance, require a minimum of 240 hours for literacy programs, and other professional certifications often demand similar investments of 40+ hours. This is the real deal.

Perfect for Edovo when you’re teaching things like:

• Full GED prep.

• Trade certification programs.

• Deep therapeutic interventions.

• Running your own business (for real).

• College prep courses.

• Peer educator programs.
  
  

Design Tips:

• Think modular—keep it organized and chunked

• Celebrate progress, often

• Allow people to jump in and out as life demands

• Build a learning community vibe

• Where possible, tie to official credentials. Badges = motivation
  
  

Universal Edovo Design Rules

No matter how long your masterpiece:

• Let learners move at their own pace

• Progress tracking is key—everyone loves seeing “95% Complete”

• Multimedia resources = lifelong learning power

• And, for the love of all things Edovo, pilot test your content. Make it trauma-informed, culturally relevant, and accessible for all abilities

TL;DR

Size matters.

There’s no magic number for Edovo courses—but your course length should match your goals:

• Teach one quick skill? → 1 hour.

• Lay a solid foundation? → 2-5 hours.

• Help learners integrate complex skills? → 6-10 hours.

• Change behaviors for real? → 11-20 hours.

• Form lifelong habits or prep for credentials? → 21-40 hours.

• Build experts and pros? → 41+ hours.
  

Bottom line? 

There’s no one-size-fits-all answer. Start with your learning goals, tailor it to Edovo’s environment, and remember: Every minute a learner spends on your course should move them closer to confidence, skills, and hope.

Now get out there and make something brilliant—and the right length.

References

Aos, Steve, et al. Benefits and Costs of Prevention and Early Intervention Programs for Youth. Washington State Institute for Public Policy, 2004.

Association of Applied and Therapeutic Humor. Certification Training Requirements. 2021.

Beck, Aaron T., et al. Cognitive Therapy of Depression. Guilford Press, 1979.

Behavior Analyst Certification Board. RBT Task List and Training Requirements. BACB, 2022.

Buchem, Ilona, and Hendrik Hamelmann. “Microlearning: A Strategy for Ongoing Professional Development.” eLearning Papers, no. 21, 2010, pp. 1-15.

Cepeda, Nicholas J., et al. “Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis.” Psychological Bulletin, vol. 132, no. 3, 2006, pp. 354-380.

Clark, Ruth C., and Richard E. Mayer. E-Learning and the Science of Instruction. John Wiley & Sons, 2016.

Commission on Adult Basic Education. Professional Standards for Adult Education Practitioners. COABE, 2018.

Correctional Education Association. Digital Learning in Correctional Facilities: A National Survey. CEA Research Report, 2019.

Crowley, David M., et al. “Benefit-Cost Analysis of a Social-Emotional Learning Program.” Child Development, vol. 89, no. 4, 2018, pp. 1271-1286.

Davis, Lois M., et al. Evaluating the Effectiveness of Correctional Education: A Meta-Analysis of Programs That Provide Education to Incarcerated Adults. RAND Corporation, 2013.

De Gagne, Jennie C., et al. “Microlearning in Health Professions Education: A Scoping Review.” Nurse Education Today, vol. 76, 2019, pp. 18-23.

Fogg, B. J. Tiny Habits: The Small Changes That Change Everything. Houghton Mifflin Harcourt, 2019.

Gagné, Robert M., et al. Principles of Instructional Design. Wadsworth Publishing, 2004.

Kapp, Karl M., and Robyn A. Defelice. Microlearning: Short and Sweet. ATD Press, 2019.

Knowles, Malcolm S., et al. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge, 2014.

Kuh, George D., et al. “Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence.” Journal of Higher Education, vol. 79, no. 5, 2008, pp. 540-563.

Linehan, Marsha M. DBT Skills Training Manual. Guilford Press, 2014.

Merriam, Sharan B., and Laura L. Bierema. Adult Learning: Linking Theory and Practice. Jossey-Bass, 2013.

National Association for the Education of Young Children. Professional Development Standards. 2020.

National Child Traumatic Stress Network. Trauma-Informed Care in Educational Settings. 2017.

Prochaska, James O., and Carlo C. DiClemente. “Stages and Processes of Self-Change of Smoking: Toward an Integrative Model of Change.” Journal of Consulting and Clinical Psychology, vol. 51, no. 3, 1983, pp. 390-395.

Roediger, Henry L., and Andrew C. Butler. “The Critical Role of Retrieval Practice in Long-Term Retention.” Trends in Cognitive Sciences, vol. 15, no. 1, 2011, pp. 20-27.

Steurer, Stephen J., et al. Three State Recidivism Study. Correctional Education Association, 2001.

Substance Abuse and Mental Health Services Administration. TIP 57: Trauma-Informed Care in Behavioral Services. 2014.

Tinto, Vincent. “Through the Eyes of Students.” Journal of College Student Retention, vol. 19, no. 3, 2017, pp. 254-269.

Urban Institute. Technology and the Future of Work in Correctional Education. Justice Policy Center, 2018.

U.S. Department of Education, Office of Career, Technical, and Adult Education. Correctional Education Guidance Package. 2016.

U.S. Department of Justice, Federal Bureau of Prisons. Program Statement: Literacy Program. PS 5350.28. 2020.