Learning approach Essay Example for Free

Learning approach EssayThe essay examines the comparison of emerge approach and thick(p) approach used in university students. As a fact, many depression- category year students, regardless of majors, adopt surface approaches to development. However, universities encourage students to accept a heavyset approach to learn instead than surface approach. Therefore, many first year students face a challenge to use which approach to achieve game pedantic grades. The essay presents the two opposite arguments some the learning approaches, and then raises opinion that deep approach is a much feasible method. The surface approach to learning mentions students erect recite study surfeit rather than ac association 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 non quite effective. This is because such approach is stemmed from students previous learning know ledge, 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 routinememorizing process or requirement. They tend to focus much more energy on the surface requirements like reciting manner of speaking 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, overleap 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, callable to these features, surface approach is usually thought as lack of understanding.Facts have proved thatsurface approaches to learning are often related with poor academic performance over the first semester of study (Entwistle Peterson, 2004). However, some researchers thi nk it is not correct to think surface approaches to learning are always inefficient or ineffective, for example, as to some courses such as foreign languages study, basic mathematics and etc. , the capability of memory is regarded as necessary, because it builds up the base for deeper learning in such courses (Masters Donnison, 2010).It is well known that advanced study contains learning process which makesstudents become competent learner who fully understand the academic knowledge and restructure knowledge systems from his own perspective of view. Actually, this explanation reflects the essence of deep approach to learning. A deep approach to learning is defined as a complicate process of individual development which generates the fundamental miscellanea of learning habits and perspectives (Rawson, 2000).It is too required students to set up meaningful tasks objectives for engagement, put efforts on understanding deep context meanings and main principles, and utilize academic knowledgeinto actual practice. Some researchers argue that the deep approach to learning is a kind of innovations in university course, just however it has n matchless business with first year students (Masters Donnison, 2010).The reason is that first year students have limited experiences in campus living and the priority thing for them is progress to quick familiar with the new surroundings. And what is more, they think it is difficult for first year students to go beyond basic understanding of the learning courses as most of them just start live and study independently (Entwistle Peterson, 2004).Students in first year fail to present the all characteristics related to deep learning such as dedication in specific tasks continuously and persistently (Entwistle Peterson, 2004). But the essay holds on the opinion that deep learning approach is not necessarily unfeasible for first year students. The reason is because some first year students have used the deep approach to learn ing when they are studying in high school. Good learning habits or method is not directly limited by students existing experience and incapacity to merge various kinds ofbasic knowledge (Donnison Penn-Edwards,2012).Besides the above argument, for first year students, it is important to use strategic approach and put efforts into organized study since study is a process with a specific learning intention to fulfill all kind of judging (Burton, Taylor, Dowling, Lawrence, 2009). The said organized study contains effective time counseling and learning behaviors management which mean students need to learn to monitor the effectiveness of their study outcomes. From this point of view, therefore, a deep learning is preferable.At the first year stage, it is suggested that there is a need for students to change students learning habits from surface approaches to deep learning since one of the ultimate objectives of undergraduate education is to establish and develop students correct life long learning habits and thinking skills, which can benefit their whole life (Burton, Taylor, Dowling, Lawrence, 2009). The learning approaches are much more important and meaningful than academic grades.Many educators argue that the first year in university should be assigned to build up a maturemethodology which could consistently help students dramatise advanced learning, and assist them to change learning behaviors to become adaptive with higher(prenominal) education (Entwistle Peterson, 2004). Additionally, deep approach to learning can make many students achieve good academic assessment from a long run. Students engage in learning just because of academic assessment demands, therefore using the appropriate assessment would seem much meaningful.Nowadays, university begins to take the comprehensive assessment system to evaluate students achievement rather than just use course scores before.Such changes of assessment practice will also push students to move from initial surfac e learner to deep learner. Students are encouraged to focus on soft aspects instead of hard scores. It is argued that it is necessary for first year students to make their learning processes transparent. And what is more, it is important to come into being the understanding (Burton, Taylor, Dowling, Lawrence, 2009). In conclusion, some researchers have different arguments or indication for first year students to use a surface approach or a deep approach to learning.Researchers argue that some surface approaches of learning is important for first year students because the skills of memorization can be used to deepen and develop understanding which students can accept and come into being an learning approach (Entwistle Peterson, 2004). They think the deep learning is impracticable and unexpected to first year students. While other opinions think the deep approaches of learning is much more important than surface one because learning attitude and methodology can build up solid base f or student lifelong study.There is a place in higher education for a deepapproach to learning. The academic scores should not be put into first place for first year students (Burton, Taylor, Dowling, Lawrence, 2009). Certainly, a slay education is aimed to keep balance between knowledge memorization and utilization. The essay proposes that deep approach of learning rather than surface learning should be regarded as an important and necessary method in university study, particularly first year study.Therefore, how to transit from surface approach to deep approach in order to go through the courses smoothly and achieve study objectives is the most critical topicfor most of first year students. References list Burton, L. , Taylor, J. , Dowling, D. , Lawrence, J. (2009). Learning approaches, personality and concepts of knowledge of first 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 eldest Year in Higher Education, 3(2),9-20 Entwistle, N. , Peterson, E. (2004). Conceptions of learning and knowledge inhigher education Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407-428. Masters, J. , Donnison, S. (2010). firstborn 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.