ERIC Number: EJ1089903
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 36
Moving beyond the Deep and Surface Dichotomy; Using Q Methodology to Explore Students' Approaches to Studying
Godor, Brian P.
Teaching in Higher Education, v21 n2 p207-218 2016
Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q Methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, though Q Methodology, new novel combinations of statements were able emerge and thus allowing the academic discussion to move beyond the deep and surface dichotomy.
Descriptors: Higher Education, Q Methodology, Academic Achievement, Masters Programs, Graduate Students, Factor Analysis, Research Methodology, Reliability, Validity, Study Habits
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Approaches to Studying Inventory