Student Deep Learning Research Articles

LESSONS LEARNED FROM STUDENT REFLECTIONS: A HANDS-ON, INTEGRATED CURRICULUM APPROACH

At the University of Calgary, we conducted an integrated curriculum approach for students of electrical engineering in their second year. This program’s goal was to nurture deep learning in students, beyond the shallow experiences normally encountered in a traditional fragmented style of course based learning [5]. With the aim of improving learning strategies of students, they were asked to fill out surveys based on their reflections on their weekly learning during the program. Using qualitative coding, student reflections were analyzed with a framework from self-determination theory to understand the student learning and motivation throughout the program. Eleven themes emerged which were categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy. The aim of this analysis is to focus on how ILS and student learning strategies can be improved in order to enhance the quality of student learning.

Deep Learning through On-line Oral Examinations

This article discusses oral examinations and reviews an experiment with oral examination in quantitative methods teaching. Following the argument that the mode of assessment contributes to the kind of learning, this article suggests that oral examinations – given their unpredictable nature – incites deep learning in students whilst still providing room for assessing applied skills in methods teaching. Persistent academic austerity has necessitated reduction in contact teaching and turned more attention to constructive alignment in course design. This article suggest oral examinations are highly productive and versatile form of assessment that both contributes to deep learning but also saves the teacher much time in exam correction. The article reviews an experiment with oral examinations with second year social work students at a Swedish university and compares the results with previous take-home examination.

Leading for deeper learning: international perspectives

PurposeThis article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.Design/methodology/approachThe article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?FindingsWithin and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.Originality/valueContemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.

Teachers’ beliefs about technology integration in Ghana: a qualitative study of teachers’, headteachers’ and education officials’ perceptions

With increasing policy interest in improving educational outcomes, technology integration has become a requirement in Ghana’s education system, albeit with minimal impact on student learning. Several studies focus on identifying barriers to effective integration but pay scant consideration to the deeper reasons why teachers use technology. This qualitative study aimed to explore the underlying beliefs that shape teachers’ decision-making and thinking regarding technology integration. The study used open-ended questions and interviews with five education officials, twenty teachers, and five headteachers, and an ‘ICT Pedagogical Beliefs Classification Framework’ as a lens for interpreting and categorising teacher beliefs. Thematic analysis of findings revealed four main beliefs: productivity tools for teaching and lesson preparation; developing students’ ICT skills; meeting curriculum expectations, and engaging students in authentic teaching. Evidently, teachers are enthusiastic about using technology, but their beliefs indicate that they view technology primarily as a tool for productivity to supplement existing teaching practices, which they value. Findings indicate that most teachers espouse teacher-centred ICT beliefs, implying the need for transformative professional development that enables change in teachers’ beliefs to embrace the view of technology as a pedagogical tool that can facilitate constructive pedagogy and deep student learning.

Constructivist Perspective on Developing a Multidimensional Blended Teaching Model Fostering Deep Learning

To promote high-quality development of higher education, it is imperative to facilitate students’ transition from surface learning to deep learning. Compared with surface learning that focuses on rote memorization, deep learning emphasizes meaningful learning based on understanding and transfer. It involves three progressively advanced cognitive stages of knowing: "learning for understanding," "learning for application," and "learning for innovation," which ultimately enable the internalization, transfer, and creative application of knowledge. How to foster deep learning in students has been an urgent issue of higher education. This study, grounded in constructivist learning theory, explores a multidimensional blended teaching model fostering deep learning. It also develops an evaluation system assessing learning outcomes from the perspectives of ideological, political and moral education, knowledge, and competencies. We conducted an empirical study to test the effectiveness of this multidimensional blended teaching model. Findings will provide theoretical and practical implications for teaching reforms of similar courses.

The application of artificial intelligence assistant to deep learning in teachers' teaching and students' learning processes.

With the emergence of big data, cloud computing, and other technologies, artificial intelligence (AI) technology has set off a new wave in the field of education. The application of AI technology to deep learning in university teachers' teaching and students' learning processes is an innovative way to promote the quality of teaching and learning. This study proposed the deep learning-based assessment to measure whether students experienced an improvement in terms of their mastery of knowledge, development of abilities, and emotional experiences. It also used comparative analysis of pre-tests and post-tests through online questionnaires to test the results. The impact of technology on teachers' teaching and students' learning processes, identified the problems in the teaching and learning processes in the context of the application of AI technology, and proposed strategies for reforming and optimizing teaching and learning. It recommends the application of software and platforms, such as Waston and Knewton, under the orientation of AI technology to improve efficiency in teaching and learning, optimize course design, and engage students in deep learning. The contribution of this research is that the teaching and learning processes will be enhanced by the use of intelligent and efficient teaching models on the teachers' side and personalized and in-depth learning on the students' side. On the one hand, the findings are helpful for teachers to better grasp the actual conditions of in-class teaching in real time, carry out intelligent lesson preparations, enrich teaching methods, improve teaching efficiency, and achieve personalized and precision teaching. On the other hand, it also provides a space of intelligent support for students with different traits in terms of learning and effectively improves students' innovation ability, ultimately achieving the purpose of “artificial intelligence + education.”

Institutional pressures and responses to the introduction of integrated reporting into accounting curricula: the case of Sri Lankan universities

ABSTRACT This paper explores the institutional pressures and responses associated with introducing integrated reporting into university-level accounting education in Sri Lanka. In particular, we are looking to see whether those responses lead to deep or surface learning in students. Drawing on the theory of new institutional sociology, the institutional pressures framework, and the model of constructive alignment, the analysis spans data on Sri Lanka’s ten universities that offer accounting degrees. We find that most universities have incorporated integrated reporting into their accounting degrees by following either a ‘compromise’ or ‘acquiescence’ strategy. This comes in response to numerous isomorphic pressures at the institutional level. These pressures are brought to bear through the extent to which teaching, learning and assessment activities follow constructive alignment. In this context, the institutions themselves can be categorised into four response groups: beginners, followers, impressionists, and prospectors.

Practitioner Review and Personalised Feedback

Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp & Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013).
 Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul & Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience. 
 In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading. 
 Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators.
 The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives.

Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning.

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

Co-debriefing Virtual Simulations: An International Perspective

Co-debriefing is a process in which two or more individuals facilitate a simulation debriefing. Debriefing is considered an essential best practice that occurs as soon after a simulation as possible and should be conducted by experienced debriefers. This paper will describe the lessons learned, challenges and future considerations for co-debriefing a virtual simulation experience. The international co-debriefing team in this study included 11 nursing faculty from five universities in four countries (Canada, England, Scotland and Australia). Primary benefits of co-debriefing included: mentorship for less experienced debriefers and deeper learning for students by providing multiple perspectives. Challenges included consideration of various time zones for international planning meetings and adaptation of the virtual simulation to the country context. Group sizes of six to eight students were optimal for the debrief and a co-debriefing checklist for all co-debriefers helped maintain consistency with the debrief, assisted in developing a game plan among debriefers, and helped in planning contingencies.

The application of deep learning in college students’ sports cognition and health concept

Researchers and scientists in practical sports psychology are involved in the sports psychology practice process. Current models of training appear unsatisfied to assist trainees in psychology to learn the necessary humanistic skills for the requirement of athlete-centered services. This article aims to include an example of the value of Deep Neural Network Assisted Reflective Approaches (DNARA) as an alternative to clinical training, which may enable practitioners to manage themselves better in action. It addresses the essence of professional understanding; To describe reflection and present common examples of a reflective method in the “education professions” during the creation of reflective practice. It discusses how reflective exercise can support a clinician’s professional and personal growth within the field of sport psychology and illustrate how reflective practice may improve. Finally, there is a discussion about appropriate platforms for the distribution of insightful content. DNARA method achieves the highest classification accuracy of 94.12%, and error rate is reduced to 0.40, and DNARA method is more efficient for student health concepts.

Mixed-method assessment of deep learning in fourth-year dental students.

Journal of Dental EducationVolume 85, Issue S1 p. 1013-1014 ADVANCING THROUGH INNOVATION Mixed-method assessment of deep learning in fourth-year dental students Dana Keblawi DDS, MS, FACP, Corresponding Author Dana Keblawi DDS, MS, FACP dqeblawi@buffalo.edu Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA Correspondence Dr. Dana Keblawi, DDS, MS, FACP, Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, NY 14214, USA Email: dqeblawi@buffalo.eduSearch for more papers by this authorDeborah Falter, Deborah Falter Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this authorCarol Tutzauer, Carol Tutzauer Office of Academic Affairs, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this authorCarla Beneduce EdD, MS, RDH, Carla Beneduce EdD, MS, RDH Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this author Dana Keblawi DDS, MS, FACP, Corresponding Author Dana Keblawi DDS, MS, FACP dqeblawi@buffalo.edu Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USA Correspondence Dr. Dana Keblawi, DDS, MS, FACP, Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, NY 14214, USA Email: dqeblawi@buffalo.eduSearch for more papers by this authorDeborah Falter, Deborah Falter Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this authorCarol Tutzauer, Carol Tutzauer Office of Academic Affairs, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this authorCarla Beneduce EdD, MS, RDH, Carla Beneduce EdD, MS, RDH Department of Restorative Dentistry, University at Buffalo School of Dental Medicine, Buffalo, New York, USASearch for more papers by this author First published: 19 July 2020 https://doi.org/10.1002/jdd.12333Citations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume85, IssueS1Supplement: Advancing Through Innovation in a Challenging TimeJune 2021Pages 1013-1014 This article also appears in:Advancing Through Innovation in a Challenging Time RelatedInformation

Experiences of Students with Communication Related Disabilities in the TBL Classroom

Experiences of Students with Communication Related Disabilities in the TBL Classroom

How theory and design-based research can mature PBL practice and research

Many educational institutions in higher education switched to problem-based learning (PBL) in the last 5 decades. Despite its’ successful implementation worldwide, many institutions still encounter problems in their daily teaching practices that limit deep learning in students. This raises the question: How else can we look at PBL practice and research? The main argument of this reflective paper is to better align PBL practice with the theories or principles of contextual, constructive, self-directed and collaborative learning. This paper explains what these principles or theories are. In addition, it discusses a new way to bridge theory and practice: design-based research (DBR), which combines redesigning theory-based teaching practices with investigating these practices in close collaboration with various stakeholders. There is no one-size-fits-all solution to address the problems encountered in PBL. We should be very careful in drawing conclusions about which PBL approach works best. No single solution works optimally under all conditions. At most, DBR can help us gain better insight into why PBL with certain characteristics, preferably based on theory, might work in a specific context with particular goals in mind.

Social-cognitive career theory variables as mediators for the relationship between deep learning and goal persistence in African American college students with disabilities

Social-cognitive career theory variables as mediators for the relationship between deep learning and goal persistence in African American college students with disabilities

Designing a Unit Assessment Using Constructive Alignment

Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in the course of study or on what they will be assessed. The paper highlights the importance of using constructive alignment to enhance the quality of teaching, learning, and assessment. It reports on a study that applied the principles of constructive alignment to promote good teaching and deep student learning. It discusses the application of constructive alignment to design assessment criteria and rubric for a curriculum unit.

Exploring Elementary Teachers’ Perceptions and Characterizations of Model-Oriented Issue-Based Teaching

ABSTRACTEngaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are unfamiliar with how either construct supports student learning. We created the model-oriented issue-based (MOIB) teaching approach to support teachers in building knowledge of both modeling and SSI and considering how they work together to support student learning. Here we explore how 4 third-grade teachers perceived and characterized MOIB teaching in their classrooms. The teachers were a professional learning community with varying levels of teaching experience. All 4 participated in a professional development workshop to learn MOIB and then taught a MOIB ecosystem curriculum in their classrooms. Each teacher was interviewed individually before and after the curriculum enactment and participated in focus group interviews with her professional learning community at the beginning and conclusion of the curriculum enactment. The teachers’ perceptions of SSI were that issue-based instruction was familiar, cross-curricular, and a productive way to contextualize science for their students. They perceived modeling as a way to support equitable learning across their classrooms. Overall, the teachers characterized MOIB teaching as a path to deeper student learning. However, their teaching experience and their own personal passions served to mediate their understanding of and enthusiasm for MOIB. These findings provide important evidence for how elementary teachers perceive and navigate new pedagogical approaches to science teaching.

Student as a Producer: Overcoming Language and Contextual Issues of Using Online Videos

This article discusses how to overcome the language and cultural issues of using existing online videos in classroom discussions with nonnative English-speaking groups of students, through student-produced videos given as an authentic educational assignment. Implementation of the assignment and the use of student-produced videos in classroom discussions in a Master of Business Administration (MBA) program in an Asian context are described. Use of peer-instructor evaluation to enhance the meaningfulness of the assignment is also explained. Overall, the assignment led to more active and deeper learning for students, while providing a collection of videos to be used in future teaching for nonnative English-speaking students. Furthermore, recommendations for making the assignment more effective are provided.

Enhancing learning and teaching in the tertiary music studio through reflection and collaboration

ABSTRACTThis paper reports on a multi-institutional project using reflection and collaboration to enable one-to-one music teachers to improve their professional skills and foster deep learning in music students. The benefits of reflection and collaboration in student learning and teacher development are reported on in depth within higher education. Less researched is their relevance to the one-to-one tertiary music context. This project comprised several initiatives around professional development activities for teachers and reflective exercises for students. The outcomes indicate the potential for the transformative approaches of reflection and collaboration to improve student learning outcomes in one-to-one tertiary music settings. This would appear to be dependent on two factors: students receiving support and guidance to reflect in such a way that enhances their learning outcomes; and teachers receiving support and guidance on how to foster students’ reflective capabilities. One recommendation from the study is that greater professional development opportunities in these areas are made available to one-to-one music teachers.

Deep Learning that Lasts: Transforming Law School Learning with Some Help from Science

What happens to law student learning after a course ends? This question has become increasingly important in an era of challenging bar passage rates and demanding law practice. While traditional legal education usually focuses on substantive law coverage and pedagogies of the professor, support for emphasizing learning that lasts has emerged in unexpected places, including the American Bar Association (A.B.A.) and learning science. The new A.B.A. assessment standards requiring learning outcomes, formative assessment and meaningful feedback align with learning science, which offers law students better strategies for advancing durable encoding, storage and retrieval of knowledge. Of equal importance for law teachers, creating a narrative of deeper student learning that lasts can be achieved without transforming the professor’s pedagogy or substantive coverage.