A critical comparison of transformation and deep approach theories of learning

This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner—hence the case for a critical comparison. The critical analysis focused on similarities and differences between the two theories on a set of general criteria. It found that, while there are unacknowledged similarities, the differences are complementary, each theory suggesting a different way of considering the same territory, without excluding the other theory. The analysis strongly suggests the imperative for research findings from each theory to be used to inform practice and research through the other, although the literature reveals a lack of such cross-fertilization.     

Assessing the psychometric properties of Kember and Leung’s Reflection Questionnaire

Reflective thinking is often stated as a learning outcome of baccalaureate nursing education, and as a characteristic of a competent professional; however, no consistent method exists to assess the extent to which students engage in reflective thinking. To address this need, Kember and Leung developed and tested a self-report questionnaire based on Mezirow’s conceptualisation of levels of reflective thinking. The purpose of this study was to test the psychometric properties of the Reflection Questionnaire, developed by Kember and Leung. A convenience sample (n?=?538) of third-year baccalaureate nursing students from four collaborative nursing programmes in Ontario was used. Ethical approval was secured from 10 sites. Second-order confirmatory factor analyses (CFA) were used to test the factor structure of the Reflection Questionnaire. This research was part of a larger study on reflective thinking and is a first step in validating a four-level measure of reflective thinking, in educational environments, with baccalaureate nursing students. The results of the second-order CFA provide support for the construct validity of reflective thinking. Results of this study contribute to the evidence supporting the reliability and validity of the questionnaire. Nurse educators can use this information when implementing the questionnaire, and learning the extent to which students are engaging in the reflective thinking process.