One of the first formulas you'll learn in high-school physics is that distance travelled (D) equals speed (s) multiplied by time travelled (t), or:
D = s * tSo if you're going 30 km/h for 3 hours, you know you've travelled 90 kilometers.
The same formula can be applied to language learning, where learning (D) equals learning speed (s) multiplied by time spent learning (t). So if you've been learning 1 new item (vocab word, grammar rule, character, etc.) every 3 minutes and your exposure time is 100 hours (or 6,000 minutes), you've learned 2,000 items.
Your language learning goal, or what you ultimately want D to be, will be a constant; if your goal is fluency, there's only so much you need to know to reach that goal (despite how bottomless learning a language may seem). In order to get to that goal, you've then got two variables to play with: time spent and learning speed.
Time spent will also to some extent be static. Your goal should always be to maximize time spent on the language, but this will be constricted by unrelated factors, e.g., sleep, work, etc. Your control over this factor will be limited to things like skipping that television show in your native tongue in exchange for some language-learning time, and so on.
Your learning speed is where you'll have the most control, as this is largely determined by learning method, and you're fully in control of how you go about learning. So, to speed up the pace, you can, for example, skip out on the slow-paced classes and dive into some exposure on your own.
This concept would actually lead to a great way to compare language-learning resources and methods: items per minute. We'd just have to come up with some standard of "items" (e.g., the individual prompt-response pairs used in SRS programs) and some standard of "learning" (e.g., having a 90% or greater chance to be able to recall the item one year from now), and suddenly you'd have apple to apple comparisons for anything out there and could quickly determine what's efficient and what's not.