Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceiving teaching as good is associated with a deeper approach and less use of a surface approach. → Baeten 2010 q2 i? Perceived clarity of goals and standards, perceived supportiveness, perceived independent study, and perceived relevance to professional practice are positively related to a deep approach. → Baeten 2010 (2)

Evidence¶

Baeten 2010¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Narrative review synthesis of studies on perceived teaching quality. The review also reports one study found positive correlations between perceptions of teaching and both deep and surface approaches, and another found an indirect effect via perceived effect of the teaching.

"If they per- ceive the teaching as ‘good’, students are more inclined towards using a deep approach and less towards using a surface approach"

Baeten 2010 (2)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Review synthesis across multiple cited studies covering perceived clarity of goals, supportiveness, independent study, course book usefulness and perceived relevance to professional practice, all related to a deep approach.

"the degree to which the teacher was perceived to have made goals and standards clear throughout the course was positively related to a deep approach and negatively to a surface approach"

Discussion¶

Related Claims¶

• Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches — related
• Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning — related
• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning — related
• A constructivist course increased perceived deep-level assessment demands but students still reported more frequent use of surface approaches to learning — reports the opposite
• In a constructivist learning environment, students' perceptions of assessment shifted toward deeper demands but their actual learning approaches did not, and surface approaches increased — reports the opposite
• In a constructivist portfolio-assessment course, deep approaches decreased, surface approaches increased, and preferences for student participation and permanent evaluation decreased significantly — reports the opposite
• Portfolio-based learning environments did not change assessment preferences or deepen learning, and increased surface approaches in first-year students — reports the opposite
• Excessive perceived workload is positively associated with a surface approach and negatively with a deep approach to learning — related
• Deep approaches to learning correlate positively and surface approaches negatively with academic achievement — related