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On Qualitative Difference in Learning. I - Outcome and Process
Abstract
Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Ss were asked questions about the meaning of the passages and also about how they set about reading the passages, thus allowing for the examination of processes and strategies of learning and the outcomes in terms of what is understood and remembered. It was posited that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... There are four hypothesized models in this study as shown in figure 1. These are theoretically built upon on the framework of students' approaches to learning (Marton & Säljö, 1976) wherein the students have deep, and surface approaches to particular tasks. It also relates to the proposed the range of conceptions from reproductive to constructive by Marton et. ...
... High correlation results between understanding, applying, and seeing in a new way shows a qualitative distinction wherein students use multiple strategies to reflect on their learning progress in applying physics problems to real-life context. With its theoretical alignment to students' approaches to learning (Marton & Säljö, 1976), its association represents the students' intention to understand critically the content through integrating concepts or seeing patterns to generate ideas. ...
... This study is aligned to Lin's et. al. (2012) 2-order factor model on conception of learning physics, and the theoretical framework of students' approaches to learning (Marton & Säljö, 1976). It provided correlations between factors which served as the basis for confirmatory factor analysis. ...
... Accordingly, phenomenography can be interpreted as an approach to the study of 'descriptions of things as they appear to us' (Åkerlind, 2018). Unlike the established qualitative methodologies that emerged from strong philosophical orientations, phenomenography emerged from a rather strong empirical root when Marton and Säljö (1976) undertook the seminal work at the University of Gothenburg, Sweden, involving year one university students to ascertain why students working on the same learning problem often arrived at different solutions (Marton & Säljö, 1976). ...
... Accordingly, phenomenography can be interpreted as an approach to the study of 'descriptions of things as they appear to us' (Åkerlind, 2018). Unlike the established qualitative methodologies that emerged from strong philosophical orientations, phenomenography emerged from a rather strong empirical root when Marton and Säljö (1976) undertook the seminal work at the University of Gothenburg, Sweden, involving year one university students to ascertain why students working on the same learning problem often arrived at different solutions (Marton & Säljö, 1976). ...
... Following in-depth interviews with the students, the authors observed that the qualitative variations in the learning outcomes could be related to how the students approached the text, that is, either with the intention to comprehend the text ('deep approach') or to memorize and reproduce the text verbatim ('surface approach') (Marton & Säljö, 1976). To explain the observations, however, the authors were unable to identify an existing qualitative design that helped to identify the qualitatively different ways that persons comprehended a phenomenon which led to the emergence of the phenomenographic approach. ...
Background
Phenomenography emerged from pedagogy to examine the qualitatively different ways that individuals experience and perceive the same phenomenon. Despite its uniqueness, the uptake of phenomenography in nursing research is still limited. Potentially, this may be related to confusion regarding what the design is about, its philosophical underpinnings and how distinct it is from other qualitative designs.
Objectives
To offer a better understanding of phenomenography by comparing it with other established qualitative research designs, examining its theoretical foundations, highlighting some studies that have employed the approach in nursing and offering methodological guidance to improve its uptake in nursing.
Design
Discussion paper.
Findings
Compared to the traditional qualitative designs employed in nursing, phenomenography has been utilized in fewer studies. The ontological, epistemological and methodological basis of phenomenography highlights it as a distinct design. The strength of phenomenography lies in its emphasis on understanding the collective variations between participants and presenting these holistically as an ‘outcome space’.
Discussion
Phenomenography is a distinct qualitative research approach that presents a unique opportunity for nursing to further its use. Issues regarding bracketing, the inclusion of phenomenography studies in qualitative meta‐synthesis and employing a hermeneutic approach to phenomenography are avenues for further work in nursing.
Patient and Public Contribution
No patient or public contribution.
... Phenomenography is a relatively new approach to educational research. In its Swedish form, it was not until the mid-1970s that phenomenography grew out of concerns to improve curricula by probing student conceptions [3,4]. Marton and Säljö focused phenomenography toward educational research [3]. ...
... In its Swedish form, it was not until the mid-1970s that phenomenography grew out of concerns to improve curricula by probing student conceptions [3,4]. Marton and Säljö focused phenomenography toward educational research [3]. In the literature, this approach to improve the curriculum by investigating students' conceptions [5][6][7][8] is called Martonian phenomenography [1]. ...
... Despite this diversity, the literature explicitly indicates that there is a common practice in phenomenographic research that clearly defines what is from what is not phenomenographic research [3,5,6,8,15,23,25]. Phenomenographic practice considers common elements of analysis, such as keeping an open mind during the analysis, minimizing any predetermined point of view, and beginning the analysis with a search for meaning or variation of meanings based on the available data. ...
[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] Inquiring about students’ learning and their difficulties understanding the concepts and models of physics is a familiar challenge in physics education research. Researchers have developed various methodologies, such as phenomenography, to address it. Phenomenography is an empirical approach to determining how people experience and understand aspects of their surroundings and the physical world in qualitatively different ways. Rigorous phenomenographic analysis can be used to define categories to describe general ways the students experience the research phenomenon. The phenomenographic analysis process focuses on critical aspects of the collective experience rather than the richness of individual experience, assuming that there are a limited number of categories to describe the variations of experience for a given phenomenon. The possibility of defining a limited number of categories for experiencing a phenomenon on a collective level is one characteristic that makes phenomenographic analysis particularly appropriate for research that aims to enhance teaching and learning. We shall critically examine the strengths and weaknesses of phenomenographic research in this paper. The strengths include integral and holistic descriptions of people’s conceptions. Weaknesses include the risks of equating participants’ experiences with their descriptions of their own experiences. Our contribution weighs up the literature’s warnings about the validity and reliability of phenomenographic research. To provide an overview of phenomenography in physics education research, we conducted a literature review which identified and analyzed different approaches to data collection, data analysis, rigor, presentation of the results, and scope. We conclude by considering phenomenography as a research approach to learn how students perceive a concrete learning phenomenon, thus, providing an essential teaching design and preparation guide for instructors.
... To do so, students are expected to develop critical thinking skills and have a good understanding of the subject domain during university (Asikainen et al., 2014). A way to assess if students have succeeded in developing these competencies is to examine their approaches to learning, because it concerns their intentions to learn and the learning processes that they adopt to attain their goals (e.g., Biggs, 2001;Entwistle, 1988;Marton & Säljö, 1976). ...
... There is a long history of research on students' approaches to learning (SAL) globally, especially in the higher education context (e.g., Biggs, 1987;Entwistle & Ramsden 1983;Vanthournout et al., 2013). Earlier studies by Marton and Säljö (1976) distinguished two different ways students processed information: deep and surface. Students who adopt deep processing have the intention of comprehending the meaning of the information, while those who use surface processing in their learning have the aim of memorizing details, without much regard for understanding (Marton & Säljö, 1984). ...
... Students who adopt deep processing have the intention of comprehending the meaning of the information, while those who use surface processing in their learning have the aim of memorizing details, without much regard for understanding (Marton & Säljö, 1984). Therefore, SAL has often been referred to as students' intentions to learn and study, and the learning processes they use to achieve their learning objectives (e.g., Biggs, 2001;Entwistle, 1988; Marton & Säljö, 1976). In the 1980s, a third approach to learning, namely an organised studying (Entwistle & McCune, 2004) (also known as strategic approach; Entwistle & Ramsden, 1983, or achieving approach; Biggs, 1987), was added as assessment criteria and practices also guide the way students learn. ...
Assessing students’ approaches to learning (SAL) is crucial for evaluating their critical thinking abilities and subject domain comprehension. A deep approach and organised studying have been linked to lower study-related burnout, while an unreflective approach is associated with elevated levels of burnout. Despite evidence of the SAL–burnout connection, limited research exists on the bidirectional relationship between the two constructs. This study aims to fill this research gap by analysing changes in SAL and burnout during the freshmen year and determining whether the reciprocal relationship between these constructs. Freshmen data was collected from two cohorts (Cohort 1, n = 261; Cohort, n = 216) at the beginning and end of their first year. Findings revealed increased overall burnout, exhaustion, cynicism, and inadequacy from T1 to T2 in both cohorts. Deep approach decreased across T1 and T2 in both cohorts, while organised studying decreased on Cohort 1 but remained unchanged in Cohort 2. Conversely, unreflective approach decreased in Cohort 1 but increased in Cohort 2. Bidirectionality between SAL and burnout was observed in both cohorts, indicating that higher unreflective approach could lead to increased cynicism, and vice versa. These findings highlight the importance of recognizing the interplay between unreflective approach and cynicism for interventions targeting reduction in unreflective approaches and emphasizes the need to consider the potential unintended consequences of heightening freshmen’s cynical attitudes towards studying when attempting to reduce unreflective approach.
... Students may learn by understanding, rote memorization, and reproduction of memorized information or through various degrees of combinations of these strategies [14]. Learning approaches constitute cognitive, affective, and psychosocial behaviors that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. ...
... In general, two concepts are frequently utilized in educational research on approaches to learning: the "surface approach" and the "deep approach" [14]. When attempting to reproduce course material, students who have utilized a surface approach focus on memorization and rote learning of the text. ...
... Students may employ either deep or surface strategies or a combination of them throughout their studies. Significant roles are played by course design, assessment design, and instructional methods in fostering deep, surface, and strategic learning [14]. ...
The primary objective of undergraduate-level dental education is to produce proficient dental practitioners who can effectively address the oral health needs of the community and enhance the overall oral health of the population. The field of dental education is subject to continuous change that is shaped by many factors, including changing societal norms, shifting responsibilities of dental practitioners, changing healthcare environments, and rapidly evolving dental science. Learning theories significantly impact the advancement of dental education, and educators must recognize and acknowledge their influence. Dental faculties must be adequately prepared and motivated to use innovations, which enable them to impart knowledge in a practical and organized manner. This review provides an overview of teaching methodologies that have gained acceptance in recent years. It highlights the importance of their implementation in facilitating an effective teaching and learning process in consideration of their history, style, and core focus. A clearer understanding of these techniques can enhance education standards, help establish dental instructors' responsibilities and career advancement, and provide insights for future research.
... The idea to engage in community service, in this case charity work was to uplift learners and ensuring that teaching and learning of mathematics developed learners' skills, thus promoting deep learning (Marton & Säljö, 1976;Biggs & Tang, 2007). Learners' membership into mathematics community of practice (COP) can be as; peripheral, inbound, insider, boundary or outbound (Wenger, 1998). ...
... As a result of this retards learners' entrance into those stages of mathematics COP namely; peripheral, inbound, insider, boundary or outbound (Wenger, 1998). We see this as attributed to a lack of developing learners' skills to do deep learning (Marton & Säljö, 1976;Biggs & Tang, 2007). ...
... However, failure to achieve this implies that when learners proceed to register in higher grades, they will keep on grappling to understand mathematics concepts. This is also attributed to that these errors hamper deep learning (Marton & Säljö, 1976;Biggs & Tang, 2007) which is pivotal in mathematics concept understanding. As a result, in the next grade level, progress cannot take place successfully. ...
... Prospective participants were selected out of 92 enrolled year 5 students and invited via email. Maximum variation sampling, based on the quantitative questionnaire results from a quantitative study (including the Revised Approaches of Studying Inventory (RASI) and age), was used to guarantee a higher level of heterogeneity of the participants and their study behaviours [18,19,22]. The Another important element that defines how students approach learning tasks is their perceived self-efficacy [15]. ...
... They perceive tough assignments as challenges, and they may be more intrinsically interested in complex learning activities than students with lower levels of perceived self-efficacy [15]. The premise that students approach learning differently, even while part of the same curriculum, is referred to as "approaches to learning" (ATLs) in current medical education research [16][17][18][19]. Based on Marton et al.'s work, three different ATLs could be identified: in the deep approach, the learner is intrinsically motivated to achieve a deep understanding of the field of study [19]; the strategic approach is characterised by organised study with a focus on achievement [19]; and the surface approach is associated with EM, a lack of purpose, and primarily memorizing content, often superficially [19]. ...
... Prospective participants were selected out of 92 enrolled year 5 students and invited via email. Maximum variation sampling, based on the quantitative questionnaire results from a quantitative study (including the Revised Approaches of Studying Inventory (RASI) and age), was used to guarantee a higher level of heterogeneity of the participants and their study behaviours [18,19,22]. The RASI consists of 52 items in total and is part of the overall ASISST questionnaire (Approaches and Study Skills Inventory for Students). ...
(1) Background: This qualitative study aimed to identify and describe course components which affect a student’s motivation to learn within a blended-learning competency-based curriculum. (2) Methods: The data were gathered via two consecutive semi-structured group interviews. The participants were purposefully sampled from medical students attending the Family Medicine (FM) class at Saarland University (UdS) in Winter 2020. The two interviews were transcribed verbatim and inductively analysed using content analysis. (3) Results: Three categories of curricular components that affected motivation were inductively formed: (a) the provision of structure (curriculum design), where providing external learning milestones to self-regulated learning positively influenced an interviewee’s learning motivation; (b) the provision of interpersonal interactions and emotional relatedness by staff, where constructive feedback and enthusiasm from a teacher facilitated intrinsic motivation and real-life examples helped the students to remember content more easily; and (c) perceived gain in self-efficacy, where a participant’s motivation to learn a particular subject area was especially high if it appeared to be highly relevant to practice or exams and the applicability of the knowledge gained was readily apparent. (4) Conclusions: It is important for educators to be aware of how they influence a student’s motivation. This study may help to provide an orientation on what to avoid and what to include in a curriculum design project to purposefully foster motivation in students.
... With the development of human society, educational issues [1][2][3][4][5] are gradually attracting people's attention and are not ignored. Doubts [6] are a universal phenomena during the process of learning knowledge. ...
... Additionally, equilibrium E * (U * , β 1 + gU * ) should lie on the right triangle domain Ω, 2 holds. Summing up the above, we have the following theorem: ...
In this paper, as a complement to the works by Monterio and Notargiacomo, we analyze the dynamical behavior of a learning-process model in a case where the system admits a unique interior degenerate equilibrium. Meanwhile, we acquire the sufficient condition for the cusp of codimension 2 and verify that the system undergoes Bogdanov–Takens bifurcation around the cusp. Finally, we give a numerical simulation to support the theoretical results.
... The study employed the SOLO taxonomy proposed by Biggs and Collis (1982) to assess students' quality of learning, categorizing it into two dimensions: deep and surface learning. In this study, we considered deep learning as a comprehensive and meaningful approach to learning, enabling students to apply their knowledge effectively in different contexts, as well as encouraging critical thinking and higher-order cognitive processes (Marton & Säljö, 1976). In contrast, surface learning represents a shallow approach to learning, emphasizing memorization and reproduction of information without fully engaging with the underlying concepts (Marton & Säljö, 1976). ...
... In this study, we considered deep learning as a comprehensive and meaningful approach to learning, enabling students to apply their knowledge effectively in different contexts, as well as encouraging critical thinking and higher-order cognitive processes (Marton & Säljö, 1976). In contrast, surface learning represents a shallow approach to learning, emphasizing memorization and reproduction of information without fully engaging with the underlying concepts (Marton & Säljö, 1976). This often involves rote memorization of facts with little emphasis on deeper understanding or critical thinking. ...
Writing is a fundamental skill linked closely with academic achievement, day‐to‐day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems, in the present study, a spherical video‐based virtual reality (SVVR) learning environment is developed to provide students with a contextual learning experience. Moreover, a peer feedback strategy is used to guide students in deep learning in writing. A quasi‐experimental study was conducted to verify the effectiveness of the proposed approach. A total of 79 students from one primary school in southeast China were recruited. The students were assigned to either the experimental group (EG) exposed to the peer‐feedback‐based SVVR (PF‐SVVR) approach or the control group (CG) exposed to the conventional SVVR (C‐SVVR) approach. The results show that PF‐SVVR had more positive effects than C‐SVVR in terms of students' writing performance, cognitive engagement and autonomous learning tendency. In addition, the PF‐SVVR approach was found to be more beneficial for triggering deep learning in writing than the C‐SVVR approach. This study further found that students in the PF‐SVVR group tended to exhibit less disorderly behaviours than those in the C‐SVVR group. Our study contributes to the prior literature by exploring the educational potential of the PF approach in the context of SVVR‐enabled writing learning.
Practitioner notes
What is already known about this topic Peer feedback approach provides opportunities for writing learners to regulate their longer‐term cognitive and behavioural competencies.
Spherical video‐based virtual reality (SVVR) not only provides an authentic experiential learning context for learners, but it also significantly reduces the cost and the need for the high‐tech capabilities of traditional VR.
What this paper adds A peer feedback‐based SVVR approach is proposed to promote students in learning to write.
It was found that students' quality of learning to write can be improved by applying the PF‐SVVR approach in writing courses.
Implications for practice and/or policy It is worth promoting the application of the peer feedback strategy and SVVR in school settings.
The PF‐SVVR approach is useful for promoting young writing learners' cognitive engagement, autonomous learning tendency and deep learning.
Further investigations on the effects of employing the PF‐SVVR approach in writing, with anonymous strategies in the process of giving or receiving peer feedback, are expected.
... Reading strategies, according to Marton and Säljö (1976) are separated in deep and surface learning approaches. When students are preparing themselves for tasks that acquire high demand of studying, they take two different tactics. ...
... Deep learning approaches are referring to how students confront specific learning tasks. Surface and deep approaches are recognized to be different levels of processing (Marton & Säljö, 1976). Deep learning is contrasting with the surface learning. ...
The purpose of this paper is to investigate how the Community of Inquiry supports deep approaches to learning and especially within blended learning contexts. The research was conducted through quantitative methods. For the inquiry a questionnaire was delivered to participants in electronic form. All the participants were students from three universities in Belgium (Flanders and Capital Region) – only the departments that used blended learning within their teaching strategies. The survey was conducted from November 2014 until June 2015. The results of the inquiry agree with international studies that within blended environment, Cognitive Presence is highly related with deep learning (Akyol & Garrison, 2011; Akyol, Garrison, & Ozden, 2009; Garrison & Cleveland- Innes, 2005). Though, further research should be conducted, focusing on linking quantitative comparatives of the development of education and learning approaches.
... 75 Study strategy effectiveness 76 There are many learning activities students engage in when they study, and these 77 different study strategies vary substantially in how effectively they promote deep, long-term 78 learning (Dunlosky et al., 2013). Broadly speaking, highly effective strategies are those that 79 involve retrieving information from long-term memory, referred to as retrieval or recall practice previous knowledge, reflecting on knowledge, and creating understanding (Biggs, 1987;Biggs & 84 Tang, 2011; Marton and Säljö, 1976). In contrast, strategies that involve more passive 2013) because they contribute to a shallow learning approach -that is, fixating on trivial details 89 and memorizing them, and lacking profound reflection (Schmeck, 1988). ...
Background
Students employ a variety of study strategies to learn and master content in their courses. Strategies vary widely in their effectiveness for promoting deep, long-term learning, yet most students use ineffective strategies frequently. Efforts to educate students about effective study strategies have revealed that knowledge about effective strategies is by itself insufficient for encouraging widespread and lasting changes. An important next step is to uncover factors that influence the decisions students make about study strategy use. We explored the association between beliefs about intelligence (mindset, universality, and brilliance) and study strategies. The most effective study strategies are error-prone, and beliefs about intelligence carry implications for whether errors are a normal and even beneficial part of the learning process (e.g., growth mindset) or signs of insufficient intelligence (e.g., fixed mindset). Therefore, we hypothesized that beliefs about and reactions to errors would mediate a relationship between beliefs about intelligence and study strategies. We tested this hypothesis by surveying 345 undergraduates enrolled in an introductory biology class at a public, research-active university in northwestern United States.
Results
Confirmatory factor analysis indicated that the internal structure of all measures functioned as expected in our sample. We fit a structural equation model to evaluate our hypothesized model. We found that mindset, but not universality nor brilliance, predicts variance in both beliefs about errors and reactions to errors. In turn, adaptive reactions to errors (but not beliefs about errors) are associated with the use of highly effective study strategies and spacing study sessions. There was a significant indirect relationship between growth mindset and spacing of study sessions.
Conclusions
Our results provide evidence for a mechanism explaining the association between students’ mindset beliefs and academic outcomes: believing that intelligence is improvable is associated with more adaptive reactions to making errors, which correlates with choosing more error-prone and therefore more effective study strategies. Future interventions aimed at improving students’ study strategies may be more effective if they simultaneously target reacting adaptively to errors and emphasize that intelligence is improvable.
... Marton and Säljö [31] found that there are two main types of student engagement in the learning process: deep learning and surface learning. More specifically, deep learning is characterized by understanding and processing information, participating in high-quality activities, combining old and new knowledge, processing tasks, and solving problems. ...
Digital literacy has emerged as a core competency in the 21st century society, and deep learning and higher-order thinking have been discussed as effective ways to improve digital literacy. Therefore, this study aimed to verify the influence of deep learning and higher-order thinking skills on higher education students’ digital literacy. Structural Equation Modeling was used to analyze the data gathered from 687 undergraduate and higher vocational students using a convenient sampling technique. The findings indicate that deep motivation and deep strategy were significantly positively correlated with students’ digital literacy. In such a structural relationship, digital literacy was additionally moderated by higher-order thinking. Nevertheless, students who have customarily used digital devices for more than five years could not be explained by this structural equation model. Lastly, this conclusion highlighted that educators should consider students’ digital experiences level, guide in selecting and applying deep learning, develop higher-order thinking, and improve their digital literacy.
... It is also particularly important that the analysis of the interview with the EG students showed that the students also perceived the difference between experimental and regular teaching. As part of the experimental teaching, they were encouraged to analyze the task and think about the way to solve the assigned task, which are elements of deep learning (Marton & Säljö, 1976). Only some students (9%) expressed that they were more comfortable with the usual teaching method, which, according to research (e.g., Boaler, 2015;Fuson et al., 2005), was focused on calculations, and such a method of teaching mathematics is often preferred by students in secondary schools (Vermetten et al., 1999). ...
The presented article is dedicated to a new way of teaching substitution in algebra. In order to effectively master the subject matter, it is necessary for students to perceive the equal sign equivalently, to learn to manipulate expressions as objects, and to perceive and use transformations based on defining their own equivalences. According to the results of several researches, these changes do not occur automatically, and the neglect of their development leads to students’ insufficient adoption of substitution. The submitted contribution presents a new way of teaching substitution, the stages of which support the gradual development of the necessary competences of students, so that substitution becomes part of their computing apparatus. The effectiveness of the mentioned method of teaching substitution was also verified experimentally. By conducting a pedagogical experiment, it was confirmed that the application of the substitution teaching method developed by us led to more frequent use of substitution by students from the experimental group (47 students) compared to students from the control group (82 students) who learned substitution in the usual way. It emerged from the interview with experimental group students that they considered the proposed method suitable and that it encouraged them to learn substitution in depth.
... Early studies on student approaches to learning by Marton and Säljö (1979) identified two approaches, the surface and the deep approach. Typical of the deep approach is a student's aim to establish a profound understanding of given topic, whereas typical of the surface approach is rote learning. ...
Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students' learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, N_trad = 53; Course 2 including SCAN method, N_SCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers' awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.
... Motivation influences the choice of strategies, and the success or failure of strategy implementation impacts motivation in turn (Biggs, 1978). Marton and Säljö (1976) classified learning approaches into surface learning and deeper learning. Surface learning is a process where students simply "copy" learning content driven by external motivation and often relies on repetition and memorization as learning strategies. ...
Peer relationships play important roles in middle-school students’ individual development. Peer support is indispensable in computer-supported learning contexts. This study is designed to explore the connection between perceived peer support and deeper learning, while examining the mediating role of computer self-efficacy and perceived classroom mastery goal structure. 412 middle school students in northwest China were sampled by constructing the structural equation model (SEM) in this study. The results displayed that perceived peer support had no direct positive predictive effect on deeper learning. Computer self-efficacy completely mediated in perceived peer support and deeper learning. Perceived classroom mastery goal structure completely mediated in perceived peer support and deeper learning. Computer self-efficacy and perceived classroom mastery goal structure played a chain mediating effect in perceived peer support and deeper learning. These findings not only deepen our comprehend of the internal mechanism about peer relationships in promoting deeper learning, but also provide constructive suggestions on how to maintain positive peer relationships among students in computer-supported teaching situations, so as to improve students’ digital literacy and skills from the dimension of satisfying their social emotional needs.
... The study of learning approaches began with the Gothenburg group and researchers in Australia, Hong Kong and the U.K (Biggs, 1978;Entwistle & Ramsdem, 1983;Marton & Säljö, 1976a, 1976b. They developed a general theory on Student Approaches to Learning (SAL) based on their research. ...
... Hence, UAM background differences result into different viewpoints that attracts different gateways for EALM language arts assimilation. UAM should approach EALM from different instructional dimensions due to their variations in the social-psychological experiences (Marton, & Saljo, 1976). ...
This research investigated Arabic needs for Ugandan adults muallaf UAM using the first phase of ADDIE; (analyze, design, develop, implement, and evaluate) in favor of developing the elementary Arabic learning module EALM for UAM. This research marked Step (One) out of ADDIE (Five) steps of academic module development. It was meant to explore Arabic learning needs for UAM in order to identify the major aspects for the proposed EALM development. The study used a descriptive method with a purposive UAM sample size (n=40). The valid and reliable questionnaire of 5 Likert scales was used and the total reliability coefficient of which was (r)=.984 for 128 items. The major results showed that UAM needed Arabic language for nine basic purposes including religious, social, communication, education, business, self-satisfaction, diplomatic, security and legal purposes. The general implication of the findings confirmed that UAM Arabic weakness was a reflection of weaknesses in their Arabic curriculum. The researchers recommended considering these findings in the process of building EALM for UAM with samples of lessons using elementary Arabic grammar EAG, morphology and common Arabic vocabularies CAV.
... Hence, UAM background differences result into different viewpoints that attracts different gateways for EALM language arts assimilation. UAM should approach EALM from different instructional dimensions due to their variations in the social-psychological experiences (Marton, & Saljo, 1976). ...
This research investigated Arabic needs for Ugandan-adults muallaf UAM using the first phase of ADDIE; (analyze, design, develop, implement, and evaluate) in favor of developing the elementary Arabic learning module EALM for UAM. This research marked the Step (One) out of ADDIE (Five) steps of academic module development. It was meant to explore Arabic learning needs for UAM in order to identify the major aspects for the proposed EALM development. The study used a descriptive method with purposive UAM sample sized (n=40). The valid and reliable quesstionnaire of 5 Likert scales was used and the total reliability coefficient of which was (r)=.984 for 128 items. The major results showed that UAM needed Arabic language for nine basic purposes including religious, social, communication, education, business, self satisfaction, diplomatic, security and legal purposes. The general implication of findings confirmed that UAM Arabic weakness was a reflection of weaknesses in their Arabic curriculum. The researchers recommended to consider thise finding in the process of building EALM for UAM with samples of lessons using elementary Arabic grammar EAG, morphology and common arabic vocabularies CAV.
... The concept of rote learning becomes irrelevant in deep learning (Marton & Säljö, 1976;Degeng, 2013). Deep learning (deep learning) grows on individual awareness to realize what he understands and does not just want to get the best grades from exam results (Jhala & Mathur, 2019) and makes individuals have the character of diligent learners (Anwar, 2017). ...
The public doubts that learning can be meaningful and in-depth if done online. Moreover, the implementation of online learning still has weaknesses from upstream to downstream. This research focuses on the cognitive load in students when online learning begins to be carried out massively in Indonesia due to the Covid-19 pandemic. This qualitative study aims to identify high school students' experiences in Bantul while learning online during the pandemic. Data were collected for four months through observation, in-depth interviews, and documentation. The collected data were transcribed, coded, and analyzed for themes using cognitive load theory and learning technology. The results illustrate that high school students in Bantul experience extra effort in learning through online platforms due to the novelty of the online learning experience, distractions, subject matter presentation, and the impact of cognitive load on students' learning. This research enriches innovative strategies for managing online learning by learning technology science. It has contributions to the need to train teachers and students to carry out learning in an independent mode. Online learning, when managed by accommodating good theory and practice of learning technology, proves to be a strategic learning mode, especially amidst the challenges of the Covid-19 pandemic.
... Students' approaches to learning refer to the combination of their intentions and the strategies they adopt to handle learning processes (Marton & Säljö, 1976). Furthermore, students' approaches have been divided into surface and deep approaches (Chou et al., 2021). ...
K-12 artificial intelligence (AI) education requires cultivating students’ computational thinking in the school curriculum so as to transfer their computational thinking to diverse problems and authentic contexts. However, students may be limited by traditional computational thinking development activities because they may have a lower degree of computational thinking efficacy for persistent learning of AI when encountering difficulties (computational thinking efficacy in learning AI). Accordingly, this study aimed to explore the relationships among Chinese secondary school students’ computational thinking efficacy in learning AI, their AI literacy, and approaches to learning AI. Structural equation modeling was adopted to examine the mediation effect. Data were gathered from 509 Chinese secondary school students, and the confirmatory factor analyses showed that the measures had high reliability and validity. The results revealed that AI literacy was positively related to students’ computational thinking efficacy in learning AI, which was mediated by more sophisticated approaches to learning AI, contributing to the current understanding of learning AI. It is crucial to focus on students’ AI literacy and deep approaches (e.g., engaging in authentic AI contexts with systematic learning activities for in-depth understanding of AI knowledge) rather than surface approaches (e.g., memorizing AI knowledge) to develop their high-level computational thinking efficacy in learning AI. Implications for designing the AI curriculum are discussed.
... Teachers who described their teaching as ITTF were more likely to be teaching students who reported adopting a surface approach. This empirical evidence supported earlier research that consistently showed that surface approaches to learning are related to lower quality learning outcomes (Marton and Säljö, 1976;Van Rossum and Schenk, 1984;Trigwell and Prosser, 1991;Ramsden, 1992;Prosser and Millar, 1989). The research indicates a relation between the approach to teaching and the quality of student outcomes and provided a foundation for much subsequent development of HE CPD. ...
The various teacher development initiatives that have taken place in the UK need to be set against a wider context for HE. This section looks at some of this backcloth and in particular at: • teaching development activities in context; • HE teaching development programmes and their effectiveness; • understanding the evidence base. This wider context continues to evolve, but in the UK is changing particularly rapidly. Our starting point is consequently to look at some of the factors affecting institutional and other responses to teaching staff development, and teaching improvement as a quality instrument, in the policy context for HE.
... Edgar Dale's Pyramid of Learning compares retention rates of different learning methods, postulating that the highest retention rates occur after active learning like "practice by doing" and "teaching others" and the lowest ones occur after passive learning like listening to lectures, reading and audio-visual exposure [24]. Although the concept and the actual retention rate figures are disputed by some authors [25], the general concept is widely agreed and is also similar to other theories like deep and surface learning [26] and multisensory learning [27]. Reference [28] examined veterinary practical classes on their deep learning scores and found higher scores in practical sessions compared to more passive methods. ...
(1) Background: Selective dry cow therapy is widely promoted in many countries worldwide, however, concerns have been raised about the consequences of the unhygienic application of preparations by untrained operators, especially if no antimicrobials are being used, risking deteriorating mastitis outcomes. (2) Method: This study follows up on cows being dried off by farm staff and those dried off by final-year veterinary students and first-year graduate interns in a supervised training session. Subsequent mastitis parameters and culling data in a single herd with a low somatic cell count were evaluated. (3) Results: A total of 316 dry periods were enrolled in the study. There was no significant difference in the percentage of cows showing at least one high SCC reading within 90 days of the following lactation or cows with at least one case of clinical mastitis within the same period, neither in the total nor in the subset of cows dried off without an antimicrobial. Dry period cure rates and dry period new infection rates were similar too, as was the percentage of cows surviving in the herd after six months. The risk of culling within twelve months post-drying off was lower in cows dried off by students, the difference in survival manifesting itself from 150 days post-drying off, which is an unexplained finding. (4) Conclusion: Well-supervised practical training sessions on drying off routine can be responsibly implemented on well-managed commercial dairy herds.
... For a long time, literature has primarily focused on learning that requires students to interact with given knowledge within a subject context requiring their interaction with this knowledge to be reported in written fashion, often as essays. Learning is often differentiated by two approaches: 'deep' and 'surface', qualitatively [1]. There is also a growing body of research that recognizes comparable differences in teachers' perceptions of what learning and teaching entails. ...
Collaborative work is reported to be one of the key components that aid learning and creativity in design education. The design process itself involves interdisciplinary collaboration among individuals as well as between teams. More than a decade into industry 4.0, it seems relevant to investigate how senior school students receive and benefit from the recent exposure to design education. This paper spotlights the visible and perceived benefits of collaborative work in 9th graders, of five Indian Schools of Specialized Excellence (SoSE) in Delhi NCR, who underwent an 8-day design thinking workshop, created, and conducted by the Department of Design, Indian Institute of Technology Delhi. Quantitative data was collected using Google Forms, and 293 responses to the questionnaire were received. The results strongly suggest the widespread influence of Industry 4.0 among 9th graders of Indian government schools and the positive impact of teamwork and collaboration in design creativity, learning, and connectedness among these students. Taking a deductive research approach, the study not only confirmed the benefits of collaborative work in learning and idea generation, but also highlights the students’ growth in terms of confidence and ability to make new friends, through an inductive approach. Further outreach and research opportunities are also suggested, considering this was the first-time that design education was being introduced to school students as an initiative by the local government.KeywordsDesign thinkingConnectednessDesign educationCollaboration
... Pristupi studenata učenju (engl. studentsʼ approaches to learning -SAL) uključuju tri različite vrste procesiranja: dubinsko procesiranje, površinsko procesiranje i strateški pristup, a temelje se na istraživačkoj tradiciji koju su započeli Marton i Säljö (1976), a zatim nastavili Biggs (2001) te Tait i Entwistle (1996). Dubinsko procesiranje uključuje istraživanje vjerodostojnosti informacija i pokušaj da se nove informacije integriraju s prethodnim znanjem i iskustvom, dok površinsko procesiranje obuhvaća ponavljanje i doslovno memoriranje informacija. ...
Epistemička uvjerenja su uvjerenja o prirodi znanja i načinima stjecanja znanja te su važan prediktor kako procesa, tako i ishoda učenja. Cilj je ovoga istraživanja bio utvrditi u kolikoj su mjeri epistemička uvjerenja povezana s ciljevima postignuća i pristupima učenju matematike te utvrditi imaju li ciljevi postignuća medijatorsku ulogu u povezanosti epistemičkih uvjerenja s pristupima studenata učenju u kontekstu učenja matematike na visokoškolskoj razini. Istraživana su dva aspekta epistemičkih uvjerenja – neadaptivno uvjerenje o jednostavnosti znanja i adaptivno uvjerenje o evaluaciji znanja. Dimenzija jednostavnosti znanja odnosi se na koncepciju znanja kao kontinuuma koji nastaje akumulacijom činjenica, za razliku od poimanja znanja kao visoko povezanih i međuzavisnih koncepata, dok se evaluacija znanja odnosi na uvjerenja o tome kako se mogu provjeriti različite informacije, uključujući i korištenje dokaza. U istraživanju su sudjelovala 333 studenta prve godine elektrotehnike i računarstva koji su ispunjavali upitnik koji se odnosio na kolegij iz matematike i koji je obuhvaćao mjere epistemičkih uvjerenja, ciljeva postignuća te pristupa studenata učenju. Rezultati istraživanja ukazuju na to da su uvjerenja o jednostavnosti znanja negativno, a uvjerenja o evaluaciji znanja pozitivno povezana s učinkovitim motivacijskim i kognitivnim procesima pri učenju. Pritom, u skladu s hijerarhijskim modelom ciljeva postignuća, ciljevi postignuća predstavljaju značajne medijatore odnosa epistemičkih uvjerenja i pristupa studenata učenju matematike. Na temelju dobivenih rezultata možemo zaključiti da je tijekom nastave važno poticati adaptivna epistemička uvjerenja ukazivanjem na vrijednost poznavanja teorije te poticanjem integracije i praktične primjene stečenih znanja.
... Education research on Student Approaches to Learning originates in the work of Marton and Säljö, who, in the 1970's designed a range of experiments to explore how students went about doing a specific learning task, involving the reading of an academic text (Marton & Säljö, 1976a, 1976b. Their interview-based research identified two qualitatively different 'levels of processing': surface level and deep level processing. ...
The aim of this study is to investigate how students’ approaches to learning change during early years of university studies in classes where assessments have been designed to increase students’ engagement and ownership. The revised two-factor Study Process Questionnaire (R-SPQ-2F), a self-reporting survey, was used to measure students’ deep and surface approaches. Two first-year and one second-year cohorts of engineering students completed the questionnaire at the beginning and at the end of their modules. The majority of the assessment questions activated the first three levels of Bloom’s revised taxonomy, possibly encouraging a more surface approach to learning. However, the learning environment made use of peer assessment and online quizzes to provide prompt feedback to students and opportunities for self-reflection, thus possibly inducing a deeper level of engagement with the material. Data analysis of the R-SPQ-2F questionnaire scores showed that the deep approach score did not change while the surface approach score increased. The findings align with those of previous studies: the relationship between assessment and learning is complex, and surface approaches might have to be expected and accepted in the early years at university, in preparation for deeper approaches to learning which should be developed in later university years, when the more cognitive demanding levels of Bloom’s taxonomy, such as evaluating and creating, are required.
The aim of this study is to reveal the profiles of pre-service mathematics teachers in terms of learning and studying approaches by cluster-analyzing them on the basis of self-reinforcing and persistence. Learning and studying approaches inventory scale, self-reinforcing and persistence subscales were used to collect the data in the study, which was carried out with a descriptive research design. The participants of the study comprised of 487 pre-service mathematics teachers. According to the results, it was determined that the surface learning approach of the pre-service teachers did not differ according to gender while the strategic learning approach and the deep learning approach differed in favor of males. There was no significant difference in the learning approaches of the participants according to the grade level. According to the cluster analysis, it was revealed that pre-service teachers can be clustered as low motivation, high motivation, high self-reinforcing and high persistence.
What is active learning? While active learning has been demonstrated to have positive impacts on student learning and performance, defining the concept has been elusive. Previous research examining active learning definitions in STEM fields found that the vast majority of published articles did not define active learning, and those that did defined active learning as interacting, engaging, or not lecturing. The current research extends this STEM-focused work by examining both social science and STEM science publications. A restricted systematic review of literature was conducted using the SCOPUS database, resulting in 547 relevant articles focused on active learning from 2017 to 2022. An examination of the articles indicated that 71% of the reviewed articles did not define active learning and that the instructional strategies most often cited as fostering active learning emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these main findings, a representative definition was created: Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.
This study sought to determine the associations among psychosocial factors, approaches to learning and the academic achievement. The study employed the descriptive correlational research design. The target population was 5340 students from five Polytechnic Colleges in West Hararge Zone. The study used Yamane's (1967) formula to come up with the sample sizes of 372 students who filled the questionnaire. Pearson Correlation Coefficient, multiple regression analysis and stepwise multiple regression were employed to analyze the data. The study established that approaches to learning and psychosocial factors are important ingredients for intended academic achievement to be realized. It is recommended that education stakeholders in learning institutions under investigation should pay due attentions to psychosocial factors as an imperative ingredient for intended academic achievements to be realized.
This research was aimed to figure out the strategies used by English teachers in teaching reading and how they applied the strategies. It was designed as descriptive qualitative research. Participants of the research were two English teachers who taugh the 2 grade the students. Each English teacher had eight meetings observed by the researcher. The research instruments aere strategies checklist and interview. They were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages or Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The previous studies showed that the teachers’ strategies were very effective in teaching reading comprehension. On the other hand, the use of too many strategies would affect students’ performances in learning reading comprehension. This reason was contradicted with the conducted the researcher in Junior High School Number 9 Bengkulu. This research showed that the teachers in applying strategies only use two or three strategies. Combination of some strategies was more appropriate comparemany strategies used by the teachers. The students would be more focused if the teacher used fewer strategies but well applied in teaching reading comprehension.
Thinking quality, as one of the important goals of reading teaching, is an indispensable way to implement the cultivation of core competencies. However, in the current reading teaching, there are problems such as shallow thinking and separation of learning and thinking, which hinder the development of students’ higher-order thinking. Question chains, as an effective teaching method, can promote students’ output of language knowledge and enhance their thinking ability to achieve deep learning. Therefore, this paper aims to explore how to apply question chains based on deep learning of senior English reading teaching, so as to activate students’ higher-order thinking ability, optimize high school teachers’ question design ability, and improve the effectiveness of senior English reading teaching.
Students' approaches to online technologies (SAOLT) have gained wide acceptance among scholars from various fields, particularly in science, technology, engineering, and mathematics (STEM) education. In this line, humanistic disciplines such as English language teaching and language learners' approaches to online language learning have hitherto remained unclear. To fill this gap, the researcher explored 686 Iranian high school EFL learners' approaches to online language learning (OLL) with regard to their pedagogical support, technical support, and peer support, as well as the mediation that online self-regulation (OSEL) played in shaping their approaches to online language learning. The partial least square modeling approach's (PLS-SEM) reflective analysis validated the factorial structure of the conceptual study framework in online language learning and secondary education. It was found in the formative model that instructional support, peer support and technical support positively impacted language learners' deep and surface approaches to online language learning, which maximized and minimized their online learning presence and use of it in the future. Furthermore, the mediation analysis identified the important moderating influence of language learners' online self-regulation in shifting these correlations from correlating both surface and deep learning approaches to correlating only to the deep online language learning approach. As part of the introduction of a new conceptual framework, namely, Language Learners' Approaches to Online Language Learning (LLAOLL), the researcher suggest that instructors should design more practical activities for theoretical subjects such as English language learning in online learning and shift the online teacher center to peer-centered if they wish they learners have a deep approach to online language learning.
Internationalisation trends in higher education have catalysed the rapid growth of English medium instruction (EMI). A central question in EMI research is whether students can process content knowledge in depth when it is taught through a language that they have limited proficiency in. Previous studies have primarily examined the impact of EMI on content learning products (e.g. academic grades) with few investigations into learning processes. The present study explores the extent to which students report using deep-level strategies (e.g. elaboration, organisation, and critical thinking) for processing content knowledge in EMI lectures, and whether such strategy use is related to students’ English listening proficiency and motivational beliefs. A mixed-methods design was used, collecting questionnaire responses from 316 students and conducting semi-structured interviews with a subsample of 35 students at an EMI university in China. The findings highlight students’ self-efficacy and intrinsic learning goals as stronger predictors of deep processing strategy use than listening proficiency. Low-proficiency students were found to engage in more laborious previewing than their highly proficient peers. Such previewing appeared to help them develop schemata for activating in-class deep processing of content. The study offers implications for programme designers and lecturers on scaffolding meaningful content learning in EMI settings.
This chapter contains popular myths about good teaching at universities. If you do NOT believe the following points, you can skip this chapter.
In this section, you will learn all the basics of lesson planning: The conception of learning goals, the selection of teaching content, the employment of teaching and examination methods based on learning goals, the creation of a teaching schedule as well as the planning of individual lessons. Three different practical examples with different teaching scenarios can be used as inspiration for your lesson planning.
As the state of the rule of law continues to deteriorate in certain EU Member States, the EU is being presented with a unique challenge—that of protecting the value of the rule of law against internal systematic violations thereof. In the face of these ongoing developments, it has equally become a challenge for instructors at EU and non-EU universities who teach about the rule of law as an EU value to fully deliver the rule of law ‘message’ to their students. This chapter will firstly elaborate on the importance of the rule of law as a baseline principle of the EU framework, providing insight into the current state of play regarding the EU’s rule of law issues. Secondly, the analysis will weigh in on the most appropriate methodological approaches to be employed in the university-level instruction covering the fields of EU Law and EU studies more broadly. Thirdly, the chapter will specifically look into the most suitable and most effective methodological tools for teaching the rule of law as an area of study. Lastly, conclusions will be drawn about the ways in which instructors can improve the methodological toolkit they utilize when teaching about the rule of law as an EU value as well as a general concept, such that would allow students to internalize their knowledge of the different components of the rule of law and, as a result, be prepared to successfully apply this knowledge to practical, real-world situations.
This open access book presents innovative strategies to address cross-cutting topics and foster transversal competences. The modernization of European legal education presents a compelling challenge that calls for enhanced interdisciplinary collaboration among academic disciplines and innovative teaching methods. The volume introduces venues towards education innovation and engages with complex and emerging topics such as datafication, climate change, gender, and the aftermath of the COVID-19 pandemic. The insights presented not only emphasize the importance of preserving traditional approaches to legal disciplines and passing them on to future generations, but also underscore the need to critically reassess and revolutionize existing structures. As our societies become more diverse and our understanding of legitimacy, justice, and values undergoes transformations, it is imperative to reconsider the role of traditional values while exploring promising alternative approaches.
In active learning scenarios, pre-class preparation is necessary but not sufficient for students adopting a "deep learning" approach: obligatory engagement with preparation materials does not preclude surface or strategic learning approaches. Therefore, studying students' diverse experiences of and motivations for pre-class work helps identification of the factors influencing or inhibiting their preparation, the way they tackle any obstacles they encounter, consequent impacts of their preparation, and their expectations. Based on semi-structured face-to-face interviews with students in higher education, this study reflects on their experiences, motivations, challenges and strategies, impacts, and expectations related to pre-class preparation. This study concludes that students' learning expectations (such as demands for well-scheduled, well-structured, clear, brief, specific instructions, and availability of study materials for reading, listening or watching, etc.) should be reflected in the design and execution of an active learning scenario where pre-class preparation is obligatory.
Psychiatric practice faces many challenges in the first quarter of 21st century. Society has transformed, as have training requirements and patient expectations, underlining an urgent need to look at educational programmes. Meanwhile, awareness has grown around psychiatric disorders and there are evolving workforce trends, with more women going to medical school and specialising in psychiatry. Trainee psychiatrists carry different expectations for work-life balance and are increasingly becoming conscious of their own mental health. A tendency to see health as a commodity and the litigious nature of society has elicited additional pressures for healthcare professionals. Cartesian mind-body dualism has created further complexity and this can often be frustrating for patients and care-partners alike. In many cultures across Asia and beyond, patients can present with physical symptoms to express underlying psychological distress with increasing physical investigations. Simultaneously, in various countries, a shift from asylums to community-based interventions and then home treatments have changed psychiatric care in remarkable ways. These changes have added to pressures faced by mental healthcare professionals. However, trainees and other mental healthcare professionals continue to receive similar training as they did a generation ago. The tensions and differences in ideology/orientation between different branches of psychiatry have made responses to patient needs challenging. Recognising that it is difficult to predict the future, this World Psychiatric Association-Asian Journal of Psychiatry Commission makes recommendations that could help institutions and individuals enhance psychiatric education. This Commission draws from existing resources and recent developments to propose a training framework for future psychiatrists.
This case study provides an in-depth investigation in a professional development project about facilitating collaborative reflection. This was led by a research team from the university with 13 instrumental music teachers from one music school in Styria (Austria) during 2019–2021 (including the initial COVID-19 pandemic). Research questions considered (1) the participants’ descriptions of the collaborative professional development, (2) participants’ uses of reflection tools and indications of their identification with workshop interventions, as well as factors responsible for the outcomes from the reflection tools; and (3) ways participants’ thinking and attitudes may have developed through the workshops, how they defined themselves as a group (if they did), and how they might have gained trust in one another. Inspired by the design-based research approach, practitioners and researchers worked closely together to enhance teaching and learning implementing interventions with collaborative reflections tools. While the first phase (11 workshops) was primarily led by the project-team, the second phase (7 workshops) was participant-led. Data included focus groups and discussion transcriptions from 18 workshops. The impetus of the study included the role of the director and the participants dealing with the interventions, and finally the participants’ descriptions of their experiences in the professionalization process. Literature included collaborative professional development, community of practice, learning communities, self-determined learning, reflective practice, and ethical considerations. Data were analyzed based on thematic analysis and gave rise to five following themes: forming group cohesion, inspiring and appreciating collaboration, bridging theory and practice, identifying deeper thinking and teachers as learners, addressing challenges and potentials during the COVID-19 pandemic, and finally finding the music school’s own identity and sense of importance. Findings highlight the importance of establishing meaningful collaborative reflection through appreciative communication and an atmosphere of trust and respect. To be able to make change in and with an institution, leadership members must be engaged as collaborative stakeholders on an eye-level; collaborative professional development can be used as a resource toward rethinking and reworking the identity of one’s music school and of teaching and learning. Institutions should provide space and continuity for such development. Finally, the study highlights that a collaborative reflective approach can contribute to professional and social growth.
This study aimed to find out how students 'scientific abilities are using contextual scientific-based learning tools during the Covid 19 pandemic. The method used in this research is descriptive quantitative. This research was conducted by conducting structured observations and questionnaires. In the data collection process, the researcher conducted three different ways of collecting data: the door-to-door system, the home visit system, and conventional learning. The results of students' scientific abilities using contextual scientific-based learning tools with door-to-door data retrieval systems of 81.56%, which are included in the very good category, in the home visit data collection system of 84.06% which are included in the very good category and the system data collection of conventional learning in class by 88% which is included in the very good category. Based on the study's results, it can be concluded that contextual scientific-based learning tools can be very well used in science learning after going through 3 different ways: the door-to-door system, the home visit system, and the conventional one.
COVID-19 has developed a consciousness that humans need to change their way of living as it has touched every domain of life. The most affected domain is education. It has altogether made a paradigm transition from customary to digital instruction. Now, the role of instructor and his/her competencies are of paramount importance. The efficacy of online learning has been influenced by student views of teaching quality. Appropriate instructional practices must be discovered and highlighted in order to give the online educator with the capabilities and competencies required for virtual learning effectiveness. Quality of teaching may have far-reaching effects on the motivation of students regarding their studies. It may have an effect on students' study approaches, motivation for critical thinking and curiosity. A web-based survey was conducted on college students with the help of standardized tools. Findings exhibited that instructor roles and competencies have a role to play in students' motivation for critical thinking, study approaches, and curiosity.
This chapter will feature key considerations for prospective and recently transitioned pracademics to understand the regularities of working in higher education (HE) as an academic. Recognising that plenty of educational practices and procedures in HE are understood tacitly, the day to day working patterns, including the type, pace, freedom and flexibility of work, will be brought into focus. Moreover, the paradox between gaining employment predicated on professional knowledge and skills – and how this is not comparably recognised as valuable once in HE – will be highlighted. Accentuating what type of expertise is valued, pracademics can set to reposition professional knowledge into explicit universal understanding. These are unique challenges, associated with transitioning from a diverse range of professional backgrounds to an academic role, that may not be considered in induction support. Yet the rising value of pracademics in HE, not just for their ability to ensure that graduates continue to meet employers’ requirements, but also a familiarity with working in a market economy, can have clear benefits to HE. Therefore, recommendations on approaches to aid a successful transition from profession to academic will be outlined.KeywordsPracademic transitionsPracademic experiencesProfessional knowledgeProfessional developmentInductionInduction supportInduction handbookMentoringMentorsHigher education sectorAcademic literacyTeaching experienceTeacher training
This mixed methods study investigated the change types and the underlying mechanisms of Chinese undergraduates’ deep learning approach at a research-oriented university in eastern China. In Study 1, the deep learning approach of 273 freshmen was assessed using R-SPQ-2F at the beginning and end of a semester. The changes were categorized into three types: Type 1 (unchanged), Type 2 (increased), and Type 3 (decreased). Multiple logistic regression analysis was conducted to identify the influencing factors for each type. In Study 2, longitudinal qualitative interviews were conducted with 16 students to validate the findings from Study 1 and explore the formation mechanisms of their deep learning changes. The research revealed the changing trajectories of undergraduates’ deep learning approach and highlighted the significant impact of family social and cultural capital, career goals, achievement goals, self-efficacy, and the external learning environment on these changes. The findings encourage universities to create conducive conditions that foster the enhancement of undergraduates’ learning progress in higher education.
Objectives:
Despite there being many models for how spiritual care should be provided, the way nurses actually provide spiritual care often differs from these models. Based on the premise that the way a person enacts their work role is related to how they understand that role, this study aims to describe the qualitatively different ways that nurses understand their spiritual care role.
Methods:
A convenience sample of 66 American nurses completed an anonymous, online questionnaire about what spiritual care means for them and what they generally do to provide spiritual care. Their responses were analyzed phenomenographically.
Results:
Four qualitatively different ways of understanding emerged: active management of the patient's experience, responsive facilitation of patient's wishes, accompaniment on the patient's dying journey, and empowering co-action with the patient. Each understanding was found to demonstrate a specific combination of 5 attributes that described the spiritual care role: nurse directivity, the cues used for spiritual assessment, and the nurse's perception of intimacy, the patient, and the task.
Significance of results:
The findings of this study may explain why nurses vary in their spiritual care role and can be used to assess and develop competence in spiritual care.
A teoria das abordagens de aprendizagem afirma que os estudantes interagem de forma superficial ou profunda com o conteúdo de ensino. Aqueles que adotam a abordagem profunda apresentam motivação intrínseca e usam estratégias cognitivas que favorecem a integração dos conhecimentos. Já os que adotam a abordagem superficial se motivam de forma extrínseca e usam estratégias de aprendizagem mecânica. Por isso, os alunos de abordagem profunda aprendem melhor. As evidências sobre as abordagens de aprendizagem têm sido sustentadas por medidas de testes baseados em autorrelato, os quais são suscetíveis a vieses que prejudicam a medida desses construtos e suas evidências. Diante dessa limitação, o Teste Abordagem-em-Processo Versão 2 foi criado para medir as abordagens do aluno pelo seu desempenho. Por meio de seis itens abertos, o teste demanda ao aluno desempenhar seis comportamentos de abordagem profunda no contexto da aprendizagem de um conteúdo de ensino. As respostas aos itens abertos são corrigidas pelo professor por intermédio do Guia de Correção do Teste Abordagem-em-Processo Versão 2. Esse guia é composto por cinco seções que devem ser preenchidas pelo professor, com a finalidade de auxiliá-lo na aplicação e correção do teste. No guia, o professor define o conteúdo de ensino envolvido na aplicação do teste, nomeia os conceitos fundamentais do conteúdo, apresenta a estrutura conceitual, entre outros elementos pedagógicos importantes. Por isso, o guia tem sido utilizado complementarmente como uma ferramenta de reflexão da prática pedagógica. Neste trabalho, o template do Guia de Correção é apresentado e suas seções são comentadas.
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