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Deep Approach (deep + approach)
Selected AbstractsA comparison of changes in dental students' and medical students' approaches to learning during professional trainingEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2001Robert Lindemann The purposes of this study were 1) to compare the learning approaches of dental students (DS) and medical students (MS) for the Class of 1998 at a single institution at admission and graduation and 2) to determine if their learning approaches changed over the course of their studies. An Approaches to Studying Inventory (ASI) was administered to DS and MS at two times: their first month in school and their last month in school. Means and standard deviations were calculated for three ASI orientations to studying: ,Meaning', ,Reproducing', and ,Achieving'. An additional domain referred to as ,Styles and Pathologies' identified learning problems. In comparison, DS and MS demonstrated a different pattern of learning approaches at matriculation; however, at graduation these differences were less apparent. Over time, DS reported a decreased use, and MS reported an increased use of the Reproducing orientation bringing them closer together. MS also demonstrated an increased use of the Achieving orientation. The Meaning orientation, which indicates a deep approach to learning, was equivalently used by both groups at entry and remained unaltered. [source] Student learning and the teaching-research nexus in oral biologyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Jules Kieser Although frequently coexistent, we know little about the interactions among research, teaching and learning in higher education. This study examines the preferences of second and third year dental students for questions that require a research-based deep approach or questions that require a straightforward didactic approach. A questionnaire was designed to evaluate the opinion of 114 students who took part in the Oral Biology course. 56 second year students (75%) responded while 58 (84%) of third year students responded. Questions that required an interpretive approach were found to be most appealing by 70.2% of all students. Questions which required a regurgitative approach were favoured by 11.6% of students. No significant differences were found when the sample was broken down by country of origin, year of study or gender, suggesting that dental students preferred research-based learning rather than superficial didactic learning. [source] Personality and approaches to learning as predictors of academic achievementEUROPEAN JOURNAL OF PERSONALITY, Issue 2 2003Åge DisethArticle first published online: 12 DEC 200 The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd. [source] Approaches to learning at work and workplace climateINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2003John R. Kirby Three studies are reported concerning employees' approaches to learning at work and their perceptions of the workplace environment. Based on prior research with university students, two questionnaires were devised, the Approaches to Work Questionnaire (AWQ) and the Workplace Climate Questionnaire (WCQ). In Studies 1 and 2, these questionnaires were administered to two different samples of employees, and the factor structure of the questionnaires was explored. In Study 3, the two data sets were combined, and a random half of it was used to develop reduced sets of items that addressed selected factors for each of the questionnaires. The other half of the data was used to test the scales developed. For the AWQ, three factors are proposed: deep, surface-rational, and surface-disorganised. The first of these is consistent with the student learning literature, but the other two represent a division of a unitary surface factor. The three components of the WCQ are good supervision, choice-independence, and workload. Correlations between scales indicated that the deep approach is positively associated with good supervision and choice-independence, whereas the surface-disorganised approach is negatively associated with these two constructs and positively associated with workload. Surface-rational is negatively, though less strongly associated with choice-independence. Suggestions are presented for use of these instruments in future research and practice. [source] How and what university students learn through online and face-to-face discussion: conceptions, intentions and approachesJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2006R. A. Ellis Abstract This paper reports a phenomenographic investigation into students' experiences of learning through discussion , both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of open-ended questionnaires and semi-structured interviews was used to investigate students' conceptions of what they were learning, their intentions and their approaches to learning through discussion. Analysis of the interview and open-ended questionnaire data identified a number of qualitatively different conceptions, intentions and approaches to learning through discussion. Associations were found between what students thought they were learning through discussions, their approaches to learning through discussion and their course grade. Students with a cohesive conception and students adopting a deep approach (to learning through online discussion) got better course grades. There was no significant difference between deep and surface approaches to F2F discussion and course grade. The outcomes of this study have implications for the design of online and F2F discussion tasks and in particular for helping students adopt richer conceptions of what they stand to gain through discussion. [source] Approaches to learning and studying in medical students: validation of a revised inventory and its relation to student characteristics and performanceMEDICAL EDUCATION, Issue 5 2004Karen Mattick Introduction, Inventories to quantify approaches to studying try to determine how students approach academic tasks. Medical curricula usually aim to promote a deep approach to studying, which is associated with academic success and which may predict desirable traits postqualification. Aims, This study aimed to validate a revised Approaches to Learning and Studying Inventory (ALSI) in medical students and to explore its relation to student characteristics and performance. Methods, Confirmatory factor analysis was used to validate the reported constructs in a sample of 128 Year 1 medical students. Models were developed to investigate the effect of age, graduate status and gender, and the relationships between approaches to studying and assessment outcomes. Results, The ALSI performed as anticipated in this population, thus validating its use in our sample, but a 4-factor solution had a better fit than the reported 5-factor one. Medical students scored highly on deep approach compared with other students in higher education. Graduate status and gender had significant effects on approach to studying and a deep approach was associated with higher academic scores. Conclusions, The ALSI is valid for use in medical students and can uncover interesting relationships between approaches to studying and student characteristics. In addition, the ALSI has potential as a tool to predict student success, both academically and beyond qualification. [source] Approaches to learning on placement: the students' perspectivePHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 2 2009Clare Kell Abstract Background and Purpose.,With Continuing Professional Development activity, a requirement of Allied Health Professional registration in the UK and said to be most effectively supported by practitioners who adopt a deep approach to learning, a UK university has been exploring how its pre-registration curriculum influences learner development. This paper investigates the possible influences of the clinical placement component of the curriculum that is structured as four 4-week blocks during both Years 2 and 3 of the 3-year BSc (Hons) programme. A range of placement models are used within this structure including the traditional 1:1 educator,:,student ratio and those that have a higher ratio of student(s),:,educator(s).,Methods.,This phase of the larger project used a case study design framed about students from two academic year groups on one UK undergraduate, pre-registration physiotherapy programme. Three questionnaires comprising a learning approaches inventory, a demographic questionnaire and a placement self-assessment form were posted to Year 2 and 3 students during one clinical placement. The students were invited to complete the questionnaires halfway through their placement, but in advance of the first, formal placement education feedback meeting. The need for students' self-assessment prevented follow-up data collection.,Results.,Analysis of the data from the learning approaches inventory against the demographic variables and placement assessment scores suggest that students' learning strategies depend upon the number of students, educators and assessors involved in their placement. The paper explores the possible links between placement experience, learning strategy and academic outcome. The authors question assumptions about the perceived benefits of some placement education models.,Conclusion.,Increasing the ratio of student,:,educator or educator,:,student may have a detrimental effect on students' learning development when placements are of 4-week duration. If such placement models are adopted, then students and placement educators must be adequately prepared and supported so that students' learning development towards the deep-learning autonomous professionals of tomorrow can continue through placement education. Copyright © 2008 John Wiley & Sons, Ltd. [source] | ||||||||||