A critical comparison of transformation and deep approach theories of learning

Abstract

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.

Machiavellian Ways to Academic Cheating: A Mediational and Interactional Model

“…However, while the concept of surface and deep learning has been widely adopted across higher education, it should be noted that the terms are not uncontested ( Peters and Jones, 2007 ; Howie and Bagnall, 2015 ). Furthermore, Haggis (2003) paper calls the whole idea of the uncritical acceptance of the surface learning/deep learning dichotomy into question.…”

Insights Into Three Frames of Creative Minds: Igniting Perspective Transformation Among First-Year University Students

“…Trying new roles through exploration, awareness, and reframing fosters transformative learning and builds self-confidence in applying new perspectives (Curry-Stevens, 2007). Moreover, developing confidence which embodies the last four steps among the aforementioned 10 phases of perspective transformation calls on changes in thinking, feeling, and doing (Curry-Stevens, 2007; Howie & Bagnall, 2015).…”

“…Being able to change points of view is critical to perspective transformation. The experience of “trying on” new roles allows students to better understand the interaction between themselves and situational factors (Howie & Bagnall, 2015). This is at the crux of the creative process (Davis, 2004; Runco & Jaeger, 2012).…”

Incorporating sustainability in small health-care facilities: an integrated model

“…Furthermore, Burnes (1996, p. 13) argues, “successful change is less dependent on detailed plans and projections than on reaching an understanding of the complexity of the issues concerned and identifying the range of available options. Such proposal on building an organisation of continuous change and transformative learning has been identified as a crucial factor contributing to significant progress towards a sustainable world as well as the business success (Bebbington et al , 2007; Howie and Bagnall, 2015; Kitchenham, 2008). Change readiness is, therefore, the key aspect of the whole plan so as to engage all staff members and facilitate change rather than to provide specific pre-planned steps for each sustainability initiative.…”