What Constitutes the Surface Approach to Learning in the Light of New Empirical Evidence?

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Lindblom-Ylänne , S , Parpala , A M & Postareff , L 2019 , ' What Constitutes the Surface Approach to Learning in the Light of New Empirical Evidence? ' , Studies in Higher Education , vol. 44 , no. 12 , pp. 2183-2195 . https://doi.org/10.1080/03075079.2018.1482267

Title: What Constitutes the Surface Approach to Learning in the Light of New Empirical Evidence?
Author: Lindblom-Ylänne, Sari; Parpala, Anna Maria; Postareff, Liisa
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, University of Turku
Date: 2019
Language: eng
Number of pages: 13
Belongs to series: Studies in Higher Education
ISSN: 0307-5079
URI: http://hdl.handle.net/10138/312160
Abstract: This study aims, firstly, to examine the nature of the surface approach to learning in today’s university context, and secondly, to explore the factors that explain variations in the use of this approach. The 61 participants were studying in six Bachelor programmes representing various disciplines. These students scored above average on a surface approach scale and volunteered to be interviewed. One compulsory course was selected from each programme. Five surface approach profiles emerged showing variation from a full surface approach to a deep approach with memorisation. Despite very similar high scores on the surface approach scale, students varied in their use of surface-level processes. Thus, the inventory data did not capture the full variation in the students’ use of the surface approach to learning. Rich research methods are therefore needed to better understand the nature of students’ personal aims as well as their study processes and practices.
Subject: 516 Educational sciences
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