Phan, Huy P

Ngu, Bing H

2018

This chapter examines the different structural pathways that explain deep learning, meaningful engagement, and academic achievement for students who are studying via distance (e.g., mastery-approach goal a deep approach to learning). At the same time, the chapter studies the inclination toward engagement of maladaptive practices (e.g., a mastery-avoidance goal a surface approach to learning). A correlational design was employed in the present study to explore a conceptual model of effective learning. First year university students (N = 236) were recruited participating in an online learning study. A path analysis of the data yielded some interesting results for discussion, namely: (i) mastery-avoidance goal a deep approach to learning (-ve association), (ii) a deep approach to learning absorption (+ve association), (iii) absorption academic achievement (+ve association), and (iv) a surface approach to learning academic achievement (-ve association). This empirical evidence, overall, has made significant theoretical contributions, especially in relation to our understanding of students’ learning experiences in academic contexts. A deep approach to learning, for example, is motivational and enables an individual to absorb in his/her academic studies. A surface approach to learning, in contrast, is more dysfunctional, resulting in low academic achievements.

Strategies for Deep learning with Digital Technology: Theories and Practices in Education, p. 197-223

9781536131826

9781536131833

1536131830

https://hdl.handle.net/1959.11/26232

en

Nova Science Publishers, Inc

Education in a Competitive and Globalizing World

An Empirical Examination of Goals, Student Approaches to Learning, and Adaptive Outcomes

Book Chapter

Publication