The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives

Abstract

University lecturers' perspectives on the use of humour in teaching and learning have received little attention in the humour and higher education literature. Humour serves many roles in teaching and learning, and university lecturers' use of humour is both strategic and pedagogical in facilitating teaching. This paper explores the different types of humour that lecturers use in relation to three dominant theories of humour: the superiority, incongruity and relief theories. Intended and spontaneous humour and the various types of humour utilised to facilitate teaching and learning in the classroom are emphasised. Data for this study were collected by observing the classroom teaching of five award-winning lecturers in a university in New Zealand, who were identified and nominated by students as having a good sense of humour in the classroom. These lecturers were observed while teaching and then interviewed using Stimulated Recall Interviews (SRI) to understand their reflections-in-action concerning specific humorous moments and specific humorous behaviours while teaching. The data indicates that seven types of humour were used, either intentionally or spontaneously, to enhance student learning or to engage students' attention. These insights provide a fresh viewpoint on the use of humour from lecturers’ perspectives.