NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022802
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1356-2517
The Centre Cannot Hold: Untangling Two Different Trajectories of the "Approaches to Learning" Framework
Tormey, Roland
Teaching in Higher Education, v19 n1 p1-12 2014
The "deep/surface approach to learning" framework is widely used in higher education. Its perceived strength is that it is regarded as having two functions: both being (1) a useful metaphor for development of teaching and learning in higher education and (2) a valid concept for researchers. In this paper, I present a critical review of the model. I argue that an oversimplified conceptual framework, empirical weaknesses, and a relative lack of conceptual development can all be seen as a function of the attempt to meet both these divergent goals. The dominance of the model in the teaching and learning in higher education literature may also have prevented the development of alternative, more useful frameworks for understanding learning in higher education, such as that of "expert competence".
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A