Encouraging a deep approach to learning through curriculum design

English, Linda; Luckett, Peter F.; Mladenovic, Rosina

doi:10.1080/0963928042000306828

Cited by 108 publications

(95 citation statements)

References 24 publications

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“…Previous research in the accounting education literature found it difficult to support change by accounting students from surface to deep learning (English et al, 2004;Hall et al, 2004;Ballantine et al, 2008;Fox et al, 2010). These studies involved limited interventions to support deep learning with apparently many aspects of the design and delivery of the courses involving traditional approaches that could be seen as supporting surface learning (Boyce et al, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…Previous research has found supporting deep learning to be a challenging issue for accounting students (English et al, 2004;Hall et al, 2004;Ballantine et al, 2008;Fox et al, 2010); and also for students in a range of other disciplines including, for example, education, science, psychology, nursing and medicine (Baeten et al, 2010). Also, these previous studies did not include interventions designed to support students to experience three preconditions for them to experience deep learning: high-level relevance structures, high-level conceptions of learning and intrinsic motivation.…”

Section: This Study Has Addressed the Following Research Questionmentioning

confidence: 99%

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The Experience of Deep Learning by Accounting Students

Turner¹,

Baskerville

2011

SSRN Journal

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Accounting students need to develop personal capabilities such as critical thinking skills. To do this, they need to experience deep learning. This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how they learn. A key finding is that it is possible to support a large proportion of students to experience deep learning through use of Assessment involving individualised, authentic learning tasks with regular formative feedback as part of an integrated set of interventions. An implication of this study is the need to support accounting students to experience deep learning in first year courses to enable them to develop personal capabilities in their later university studies.3

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Section: Resultsmentioning

confidence: 99%

Section: This Study Has Addressed the Following Research Questionmentioning

confidence: 99%

The Experience of Deep Learning by Accounting Students

Turner¹,

Baskerville

2011

SSRN Journal

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“…En nuestra opinión, con este material se beneficia a aquellos alumnos cuyo estilo de aprendizaje dominante (según el modelo de Felder y Silverman, 1988) es activo (frente a reflexivo), sensitivo (frente a intuitivo), visual (frente a auditivo) y secuencial (frente a global), y que pueden encontrar dificultades extra para superar la materia empleando sólo materiales más tradicionales (clase expositiva). Además, hay numerosos estudios que consideran que los estudiantes que siguen metodologías basadas en el aprendizaje autónomo tienen un estilo de aprendizaje menos superficial, más profundo, reflexivo, autodirigido y versátil, en comparación con los que utilizan métodos tradicionales (Baker et al, 2007;Lycke et al, 2006;Tiwari et al, 2006), y que este enfoque de aprendizaje profundo suele ser un buen predictor de éxito académico, mientras que un enfoque superficial suele asociarse a peores resultados (English et al, 2004;Snelgrove, 2004;Snelgrove y Slater, 2003).…”

Section: Resultados Y Discusiónunclassified

Aprender Enseñando: Elaboración de Materiales Didácticos que facilitan el Aprendizaje Autónomo

Álvarez¹,

Rodríguez‐Pérez²,

Sanz‐Ablanedo³

et al. 2008

Form. Univ.

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*autor a quien debe ser dirigida la correspondencia ResumenEste trabajo presenta el proyecto desarrollado por alumnos y profesores de tres titulaciones de ingeniería y dos centros de educación secundaria, basado en el aprendizaje autónomo y significativo de los alumnos en un entorno de aprendizaje activo. Se utilizó tecnologías de la información y la comunicación (TIC) mediante talleres supervisados y trabajo en grupos multidisciplinares donde unos enseñan a otros. Para ello, se planteó la elaboración por parte de los alumnos de ocho vídeos, como materiales didácticos, relativos a temas prácticos que se abordan en asignaturas de geomática y a la respuesta de cuestionarios. Los cuestionarios fueron analizados mediante el test de Wilkoxon Los resultados mostraron que existen diferencias estadísticamente significativas y que éstas son favorables al método presentado, por lo que se recomienda integrar en el currículo este tipo de experiencias de aprendizaje. Palabras clave: aprendizaje autónomo, aprender enseñando, materiales didácticos, talleres Learning by Teaching: Development of Learning Material to Facilitate Autonomous Learning AbstractThis paper presents an educational method developed by students and instructors from three engineering majors and two secondary schools. During the semester students were instructed to make eight videos on practical topics covered in geomatics classes. Working on these videos enabled students to learn more about the subject while teaching others, in an active and selfdirected learning environment using Information and Communication Technologies in multidisplinary groups and supervised workshops. At the end of the project, the educational method was evaluated by using surveys completed by the students. The Wilkoxon test was then used to analyze the surveys. The results show that there were significant differences between the two teaching methods and that method presented here presents clear advantages. Therefore it is recommend to be used in higher education curricula.

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“…Así, son muchas las investigaciones que establecen que el enfoque profundo es un buen predictor del éxito académico y el enfoque superficial de peores resultados Diseth y Martinsen, 2003;English, Luckett y Mladenovic, 2004;Núñez et al, 2000;Phan, 2006;Ruiz-Lara, Hernández-Pina y Ureña, 2008;Snelgrove, 2004;Rodríguez, 2005;Snelgrove y Slater, 2003;Valle et al, 2000). Por el contrario, autores como Valle et al (1999), Bacon (2004), Edward (2004) y Groves (2005) no encuentran relaciones directas entre enfoques de aprendizaje y resultados académicos, o no siempre se producen.…”

Section: Relación De Los Enfoques De Aprendizaje Con Variables Del Counclassified

Los enfoques de aprendizaje. Revisión conceptual y de investigación

Aguado¹,

Alonso²

2013

Rev.Colomb.Educ

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Enfoques de aprendizagem, revisão teórica, revisão de pesquisa, estudantes universitários, teoria SAL, Biggs. Palabras ClaveEnfoques de aprendizaje, revisión teórica, revisión de investigación, estudiantes universitarios, teoría SAL, Biggs. ResumenEste artículo examina la literatura sobre los enfoques de aprendizaje, desde la óptica de la teoría SAL (Students Approaches to Learning, enfoques de aprendizaje de los estudiantes), también conocida como teoría 3P. Se presentan sus fundamentos y su desarrollo desde sus inicios hasta su formulación actual. En la segunda parte se presentan los principales hallazgos de la investigación en este ámbito. En concreto se explora la investigación que relaciona los enfoques de aprendizaje con variables personales y del contexto educativo, con el rendimiento y con la fiabilidad y validez de los instrumentos de medida. Se concluye que la gran variabilidad de resultados hace necesario seguir investigando en este ámbito de estudio. AbstractThis article reviews the literature on learning approaches, from the standpoint of the SAL theory (Students Approaches to Learning), or the 3P theory. The first part presents the fundamentals of the theory and its development of it until its current form. The second part presents the main findings of the research in this area. The research specifically explores the relationship of learning approaches with personal variables, educational context, performance and the reliablity and validity of the measuring instruments. It was concluded that the great variability of the results makes it necessary to continue investigating in this field of study. ResumoEste artigo revisa a literatura sobre os enfoques de aprendizagem, desde a perspectiva da teoria SAL (Students Approaches to Learning, enfoques de aprendizagem dos estudantes), também conhecida como teoria 3P. Apresentam-se seus fundamentos e seu desenvolvimento desde seus inicios até sua formulação atual. Na segunda parte apresentam-se os principais descobrimentos da pesquisa neste âmbito. Em particular explora-se a pesquisa que relaciona os enfoques de aprendizagem com variáveis pessoais e do contexto educativo, com o rendimento e com a fiabilidade e validez dos instrumentos de medição. Conclui-se que a ampla variabilidade dos resultados, faz necessário continuar pesquisando neste campo de estudo.

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Encouraging a deep approach to learning through curriculum design

Cited by 108 publications

References 24 publications

The Experience of Deep Learning by Accounting Students

The Experience of Deep Learning by Accounting Students

Aprender Enseñando: Elaboración de Materiales Didácticos que facilitan el Aprendizaje Autónomo

Los enfoques de aprendizaje. Revisión conceptual y de investigación

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