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ERIC Number: ED520486
Record Type: Non-Journal
Publication Date: 2010
Pages: 34
Abstractor: As Provided
Reference Count: 37
Deep Learning as an Individual, Conditional, and Contextual Influence on First-Year Student Outcomes
Reason, Robert D.; Cox, Bradley E.; McIntosh, Kadian; Terenzini, Patrick T.
Association for Institutional Research (NJ1), Paper presented at the Annual Forum of the Association for Institutional Research (50th, Chicago, IL, May 29-Jun 2, 2010)
For years, educators have drawn a distinction between deep cognitive processing and surface-level cognitive processing, with the former resulting in greater learning. In recent years, researchers at NSSE have created DEEP Learning scales, which consist of items related to students' experiences which are believed to encourage deep processing. In this study we examine the predictive power of NSSE's DEEP Learning scale as it relates to four learning outcomes. Further, we explore whether a contextual effect is present. That is, we explore if students receive a benefit simply from being a part of a deeply engaged community. (Contains 3 tables and 3 figures.)
Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Association for Institutional Research