The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes |
| |
Authors: | Thomas F Nelson Laird Rick Shoup George D Kuh and Michael J Schwarz |
| |
Institution: | (1) Center for Postsecondary Research, Indiana University Bloomington, 1900 East Tenth Street, Eigenmann Hall Suite 419, Bloomington, IN 47406-7512, USA;(2) Las Positas College, Livermore, CA, USA |
| |
Abstract: | “Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. |
| |
Keywords: | Deep learning Discipline College seniors Faculty |
本文献已被 SpringerLink 等数据库收录! |
|