A model of in-class and out-of-class learning in higher education is discussed, and the literature related to out-of-class factors and time factors in teaching-learning is reviewed. Three related models of school learning are briefly reviewed. John Carroll's model (1963) proposes that the degree of student learning is determined by the time needed for learning and time spent in learning. A second model by B. S. Bloom (1976) incorporates mastery learning and conceives of the teaching-learning process as consisting of student background characteristics, instruction, and student outcomes. Harnischfeger and Wiley's model (1975, 1977) examines the interaction of student/teacher characteristics, along with curriculum and instructional factors. The model of in-class and out-of-class learning in higher education draws heavily upon the three models. Outcomes of this model are student achievement and student affective outcomes. Student variables that affect the teaching-learning process are the student's task aptitude and general aptitude. Teacher variables include the teacher's prior experiences relevant to the course and time spent on course preparation. Instructional and contextual variables are also identified. Diagrams illustrating the models are included. (SW)