Factors contributing to changes in a deep approach to learning in different learning environments

2015 ◽  
Vol 18 (3) ◽  
pp. 315-333 ◽  
Author(s):  
Liisa Postareff ◽  
Anna Parpala ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Learning Environments ◽  
Deep Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning

Improving simulation-based learning of a practical skill in nursing education

2020 ◽  
Vol 17 (1) ◽  
pp. 36-50
Author(s):  
Monika Ravik
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Ways Of Knowing ◽  
Skill Learning ◽  
Practical Nursing ◽  
Deep Approach ◽  
Peripheral Vein ◽  
Approach To Learning ◽  
Vein Cannulation ◽  
Deep Approach To Learning

ABSTRACTBackground: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Skill learning is often developed from a reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement require a more thorough and deeper approach to learning.Framework: Marton and Saljö’s ways of knowing, a surface and a deep approach to learning can be used during peripheral vein cannulation learning to guide development and competence in this practical nursing skill.Aim: The aim of this theoretical article was to provide knowledge and understanding about two approaches to skill learning, a surface and a deep, and how they can contribute to learning of peripheral vein cannulation.Conclusion: Nursing students learning of peripheral vein cannulation influence pedagogy choice by supervisors. Contextual factors, such as supervisors, influences learning opportunities and development of PVC competence.Key words: vein cannulation, nursing education, learning, surface approach to learning, deep approach to learning.

scholarly journals Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

2019 ◽  
Vol 9 (3) ◽  
pp. 170 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Hans K. Nilsen
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Economics Students ◽  
Exploratory Factor Analyses ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman’ rank coefficient, a significant positive correlation ρ ( 95 ) =   0.27 ,   p <   0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ρ ( 95 ) =   − 0.26 ,   p <   0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.

scholarly journals Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement

2012 ◽  
Author(s):  
Suseela Malakolunthu ◽  
Alice Joshua
Keyword(s):  
Approaches To Learning ◽  
Statistical Correlation ◽  
Mean Value ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Almost All

Purpose – In recent times, quality of graduates and their performance has been questioned. Students’ performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes.   Methodology – This quantitative survey used Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Sixty-three students participated in the study. Findings – Results showed no significant difference between the types of approach by gender, nationality, year of study, and major. However, the rank ordering of the mean value indicated that almost all the students who participated in the study did not possess a deep approach to learning. The Pearson’s r analysis revealed a weak negative statistical correlation between the deep and surface approaches to learning and weak positive statistical correlation between surface strategy and deep approach. However, a significant relationship between deep strategy and deep approach (r = .903**, p < .01) was found.   Significance – The lack of deep approach to learning among students can be attributed to factors such as the conditions of learning, professional capacity of teachers, and lack of instructional rigor in the program or coursework. It is imperative that emphasis is placed on using deep approaches to learning in the university courses so that deep learning experiences are created for students.

scholarly journals A degree of studying? Approaches to learning and academic performance among student ‘consumers’

2019 ◽  
pp. 146978741986020 ◽  
Author(s):  
Louise Bunce ◽  
Melanie Bennett
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Consumer Identity ◽  
Strategic Approach ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. Implications of students identifying themselves as consumers of their higher education are discussed.

scholarly journals Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dragan Gasevic ◽  
Jelena Jovanovic ◽  
Abelardo Pardo ◽  
Shane Dawson
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Self Report ◽  
Deep Approach ◽  
Approach To Learning ◽  
Trace Data ◽  
Deep Approach To Learning ◽  
And Performance

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N=144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.

Encouraging a deep approach to learning through curriculum design

2004 ◽  
Vol 13 (4) ◽  
pp. 461-488 ◽  
Author(s):  
Linda English ◽  
Peter Luckett ◽  
Rosina Mladenovic *
Keyword(s):  
Curriculum Design ◽  
Deep Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning

Towards Establishing the Best Ways to Teach and Learn about IT

2011 ◽  
pp. 186-213
Author(s):  
Chris Cope ◽  
Lorraine Staehr ◽  
Pat Horan
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
Learning Context ◽  
Approach To Learning ◽  
Implementation Evaluation ◽  
Learning Contexts ◽  
Relational Perspective ◽  
Deep Approach To Learning ◽  
Positive Effect ◽  
Ongoing Project

In this chapter we report on an ongoing project to improve the ways we teach about IT in an undergraduate degree. Using a relational perspective on learning, we have developed a framework of factors to encourage students to adopt a deep approach to learning about IT. We describe the design, implementation, evaluation and refinement of learning contexts and learning activities based on the framework. Results are encouraging and show a significant positive effect when compared with a previous study by other researchers involving a different teaching and learning context.

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