Factors contributing to Gen Z's deep learning: investigating undergraduates' course experience in Malaysian private higher education institutions

Abstract

PurposeThis study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate students' deep learning in the private higher education context.Design/methodology/approachData were collected from 844 Malaysian undergraduate students who studied in six private higher education institutions (HEIs) in Penang and Selangor. This study used partial least squares structural equation modelling (PLS-SEM) for data analysis.FindingsThe findings revealed that good teaching and appropriate assessment have no significant relationship with deep learning. Generic skills, clear goals and standards, appropriate workload and emphasis on independence are positively related to deep learning. Generic skills and emphasis on independence are two domains that deserve attention to enhance deep learning among undergraduates.Practical implicationsLecturers need to focus on to the cultivation of generic skills to facilitate students' deep learning. Student autonomy and student-centred teaching approaches should be empowered and prioritised in teaching and learning.Originality/valueThe current study has its originality in providing empirical findings to inform the significant relationship between dimensions of course experience and deep learning in Malaysian private HEIs. Besides, it also identifies the areas of improvement concerning teaching and learning at the private HEIs using importance-performance matrix analysis (IPMA) in a non-Western context.

Business Ethics And Freedom of Opinion for Gen-Z: Systematic Literature Review

“…Menurut (Thien, Leong, and Por 2022) mengungkapkan bahwa pengajaran yang baik dan penilaian yang tepat tidak memiliki hubungan yang signifikan dengan pembelajaran yang mendalam. Keterampilan umum, tujuan dan standar yang jelas, beban kerja yang sesuai, dan penekanan pada kemandirian berhubungan positif dengan pembelajaran mendalam.…”

Pedagogía dialógico-hermenéutica para desarrollar el pensamiento crítico-reflexivo y el aprendizaje profundo en el arquitecto en formación

“…El desarrollo de un pensamiento crítico-reflexivo claramente contribuye a ello, pero es el aprendizaje profundo el que finalmente conduce a la autonomía. Respecto a este tema, Thien et al (2021) tienen hallazgos que revelan que la buena enseñanza y evaluación no tienen una correspondencia significativa con el logro del aprendizaje profundo en el estudiante. Lo que tiene mayor relevancia es la promoción del aprendizaje autónomo.…”