I have to admit that, when I use this assessment method, I often give the learner two to five minutes to complete it.  Nonetheless there is value in keeping it to a one-minute exercise where possible, as it usually seems less threatening. (Unless your audience is hyper-reflective and/or composed primarily of folks for whom the language in which you are requesting them to write is not their mother tongue.)  This is a method that is highly adaptable to online learning with Zoom or Webex (etc.): just put the questions in your final slide and ask the students to answer in the chat box!

I like the one-minute paper because it can be used in so many ways -- and I often do give another minute or so if students look like they're "into" it. Sometimes I use it to generate questions for discussion when teaching -- and it tells me something about student preparation at the same time. Sometimes I use it as checkpoint for myself and learners part-way through a learning experience. Sometimes I use it at the end of an experience to find out what has stuck, where there's still confusion, etc. I recently recommended it to a faculty member who asked an open-ended question about greatest takeaways from her course. She learned that students by and large expressed an understanding of and openness to learning more about power dynamics -- something that she had hoped to instill but that, in her discipline, might be deemed marginal. Certainly, teaching evaluations and assessments of learning related to "mastery" of material would not have produced this crucial information.