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Student learning time (SLT), based on its characteristics, is classified as Face to Face (F2F) and Non-Face to Face (NF2F). The former, conducted in the classroom, is measurable in time units where information is delivered in a quantified time period by a teacher while latter, learning is done outside the classroom in the absence of instructor and its time limit is still hypothesized. We could say it is a bipolar educational setting and partly enfolded domain in medical education. For example, a lecture is 60 minutes of organized learning activity in the classroom is delivered by an instructor to the students.1 If there are 30 lectures in a particular course or module, F2F students’ learning would be 30 hours. The time spent by students to study those lecture topics, in apple pie order to reproduce the contents as targeted or expressed in the learning outcomes or objectives of the course outside the classroom, is NF2F. Indeed, we exactly don’t know NF2F; therefore, we call it an ‘Ocean of NF2F’. The significance of SLT is inevitable because it contributes directly to academic student load, which is widely based on the Carnegie Unit system, calculated in most U.S. medical schools in credit hours.2 Considering lecture, one hour systemized learning activity of students delivered by a tutor or instructor is a basic teaching method and assembles credit hour. Its unit represents a single subject taught for one classroom period Guest Editorial

Non-Face to Face Student Learning Time: An ocean in Medical Education