learning approach
Learning approach for first year students in university
The essay examines the comparison of surface approach and deep approach used in university students. As a fact, many first year students, regardless of majors, adopt surface approaches to learning. However, universities encourage students to accept a deep approach to learn rather than surface approach. Therefore, many first year students face a challenge to use which approach to achieve high academic grades. The essay presents the two opposite arguments about the learning approaches, and then raises opinion that deep approach is a much feasible method.
The surface approach to learning mentions students just recite study content rather than acknowledge the true meaning. Many first year students nowadays, regardless of their area of study, adopt surface approaches to learning. Actually, such surface learning approach is not quite effective. This is because such approach is stemmed from students’ previous learning knowledge, while the knowledge is not related with positive absorption. The knowledge is owned by students’ tutors rather than students themselves (Masters & Donnison, 2010). Students treat the learning courses as routine memorizing process or requirement. They tend to focus much more energy on the surface requirements like reciting words or sentences, pursuit surface meaning of the tasks or courses without their own deep thoughts. Such learning approach makes students seldom timely respond learning strategies, lack learning enthusiasm and driving forces (Entwistle & Peterson, 2004). They will often feel pressure about study task, which will impact their confidence from a long run. Furthermore, due to these features, surface approach is usually thought as lack of understanding. Facts have proved that surface approaches to learning are often related with poor academic performance over the first semester of study (Entwistle & Peterson, 2004). However, some researchers think it is
The essay examines the comparison of surface approach and deep approach used in university students. As a fact, many first year students, regardless of majors, adopt surface approaches to learning. However, universities encourage students to accept a deep approach to learn rather than surface approach. Therefore, many first year students face a challenge to use which approach to achieve high academic grades. The essay presents the two opposite arguments about the learning approaches, and then raises opinion that deep approach is a much feasible method.
The surface approach to learning mentions students just recite study content rather than acknowledge the true meaning. Many first year students nowadays, regardless of their area of study, adopt surface approaches to learning. Actually, such surface learning approach is not quite effective. This is because such approach is stemmed from students’ previous learning knowledge, while the knowledge is not related with positive absorption. The knowledge is owned by students’ tutors rather than students themselves (Masters & Donnison, 2010). Students treat the learning courses as routine memorizing process or requirement. They tend to focus much more energy on the surface requirements like reciting words or sentences, pursuit surface meaning of the tasks or courses without their own deep thoughts. Such learning approach makes students seldom timely respond learning strategies, lack learning enthusiasm and driving forces (Entwistle & Peterson, 2004). They will often feel pressure about study task, which will impact their confidence from a long run. Furthermore, due to these features, surface approach is usually thought as lack of understanding. Facts have proved that surface approaches to learning are often related with poor academic performance over the first semester of study (Entwistle & Peterson, 2004). However, some researchers think it is
References: list: Burton, L., Taylor, J., Dowling, D., & Lawrence, J. (2009). Learning approaches, personality and concepts of knowledge of first-year students: Mature-age versus school leavers. Studies in Learning, Evaluation, Innovation and Development, 6(1), 65-81. Donnison, S. & Penn-Edwards, S. (2012). Focusing on first year assessment: Surface or deep approaches to learning? The International Journal of the First Year in Higher Education, 3(2),9-20 Entwistle, N., & Peterson, E. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407-428. Masters, J., & Donnison, S. (2010). First year transition in teacher education: The pod experience. Australian Journal of Teacher Education, 35(2), 87-98. Penn-Edwards, S., & Donnison, S. (2011). Engaging with higher education academic support: A first year student teacher transition model. European Journal of Education, 46(4), 566-580. Rawson, M. (2000). Learning to learn: More than a skill set. Studies in Higher Education, 25(2), 225-238.