The Effect of Engagement and Perceived Course Value on Deep and Surface Learning Strategies

Abstract

This study investigated the relationships among perceived course value, student engagement, deep learning strategies, and surface learning strategies. The study relied on constructs from previous studies to measure course value, engagement, surface learning strategy, and deep learning strategy. Statistically significant findings were observed between perceived course value, student engagement, and deep learning strategy. Surface learning strategies occur when the student's perceived value of the course is low. These findings suggest that deep learning strategies occur when students are engaged in the learning process and their perceived value of the course content is high. While there is much research to support the finding that engagement is a way to help students learn, the findings of this study show that course value has a greater positive influence on deep learning and surface learning strategies than engagement. By understanding and enhancing perceived value and engagement, the ultimate goal of enhancing deep learning should result.

Exploring the Relationship Between Factors That Contribute to Interactive Engagement and Academic Performance

“…Our results indicate that deep learning serves a significant function in the learning process, as evidenced by its strong effect on performance (.23) which is in support of H3. In most cases, students must use deep learning to understand the course content and improve their performance, as suggested in previous research as well (Duff, Boyle, Dunleavy, & Ferguson, 2004;Floyd, Harrington, & Santiago, 2009;Tarabashkina, 2011). Deep learning correlates ISSN 2330-9709 2015 positively with academic performance.…”

“…Damoense (2003) also reiterates that these activities should be integrated with technology to achieve a high level of both interactive engagement and performance. The works of Phan (2009) andFloyd et al (2009), for example, show that students who have high level of deep learning tend to have improved academic performance. Based on Phan's and Floyd et al's findings, we consider deep learning as an important mediator which could encourage and motivate students' development from surface to deep learning approaches.…”

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

“…Realizing that time is ripe to update the entirely lecture-based traditional pedagogical practices, many universities have begun to change their existing teaching-learning practices and strategies in order to enhance students' learning experiences. Adoption of deep learning strategies in colleges and universities is believed to be one factor that leads students' productive learning experiences [30]. In their design-based research study, Shearer [31], Gregg, and relates students' theoretically acquired ideas to their everyday life practical situations or experiences; relates and distinguishes evidence and argument; organizes and structures content into coherent; connects parts of the subject matter to each other and to real world situations; students comprehend the world by re-interpreting acquired knowledge; students learn beyond the instructional goals of the specified courses; finally, and deep learning is perceived to be more intellectually challenging, exciting, and more satisfying.…”

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

“…Realizing that time is ripe to update the entirely lecture-based traditional pedagogical practices, many universities have begun to change their existing teaching-learning practices and strategies in order to enhance students' learning experiences. Adoption of deep learning strategies in colleges and universities is believed to be one factor that leads students' productive learning experiences (Floyd, Harrington, and Santiago, 2009). In their design-based research study, Shearer, Gregg, and Joo (2015) explored the concept of deep learning through a series of design changes in a graduate education course in order to build upon learning activities that instructors expect to reflect deep levels of learning.…”