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Can tutorials promote deep learning in human geography courses
Author
Wong, Tai-Chee
Supervisor
Kings, Clive
Abstract
The aim of this study is to promote deep learning in tertiary institutions in Singapore within the context of enhancement of its economic goals. Deep learning involves self-motivation and reflective thinking of students in the learning process which is expected to lead to more innovative graduates with higher level of problem-solving abilities.
The strategy used in this study to promote deep learning was devised in consideration of the students' background, learning features and their primary concerns. The examination interest of the students was used as the motivator to arouse the students to participate actively in tutorial discussions which were directly linked to examination questions. Thus, this strategy which emphasises understanding rather than recall of knowledge became more acceptable to the students in their learning process.
Students of three geography modules were tested with the deep learning approach at the weekly tutorials in the academic year 1993/94. Tutorial participants were encouraged to be prepared and think about the proposed discussion topic. They were given opportunities to respond and express freely in the tutorials. Reinforcements were also used to build up students' confidence and responsibility, making discussions more effective.
The results of the questionnaire survey and observations were encouraging. Of the two geography classes (Dip Ed Year 2 and BA Year 2) under comparison, it was found that both classes shared generally the passive learning attitude, though most students were unaware of it. Both classes had indicated that, on average, they had become more interested in the newly introduced understanding approach. The survey shows that, given the examination focus on higher order questions, students' interest in deep learning can be enhanced if their examination interest is directly linked with tutorial discussions. Students' passive learning attitude can be modified and active participation can be promoted when the learning environment guides them to be so. Although high reliability of the results cannot be claimed in light of the relatively short survey and observation period, the study has significance in that the success in producing more thinking-oriented graduates is fundamental in generating more innovative and effective workforce in future.
The strategy used in this study to promote deep learning was devised in consideration of the students' background, learning features and their primary concerns. The examination interest of the students was used as the motivator to arouse the students to participate actively in tutorial discussions which were directly linked to examination questions. Thus, this strategy which emphasises understanding rather than recall of knowledge became more acceptable to the students in their learning process.
Students of three geography modules were tested with the deep learning approach at the weekly tutorials in the academic year 1993/94. Tutorial participants were encouraged to be prepared and think about the proposed discussion topic. They were given opportunities to respond and express freely in the tutorials. Reinforcements were also used to build up students' confidence and responsibility, making discussions more effective.
The results of the questionnaire survey and observations were encouraging. Of the two geography classes (Dip Ed Year 2 and BA Year 2) under comparison, it was found that both classes shared generally the passive learning attitude, though most students were unaware of it. Both classes had indicated that, on average, they had become more interested in the newly introduced understanding approach. The survey shows that, given the examination focus on higher order questions, students' interest in deep learning can be enhanced if their examination interest is directly linked with tutorial discussions. Students' passive learning attitude can be modified and active participation can be promoted when the learning environment guides them to be so. Although high reliability of the results cannot be claimed in light of the relatively short survey and observation period, the study has significance in that the success in producing more thinking-oriented graduates is fundamental in generating more innovative and effective workforce in future.
Date Issued
1994
Call Number
G73 Won
Date Submitted
1994