Developing deeper engagement

Biggs, Kember and Leung (2001) developed a questionnaire [pdf, 89KB] Links to an external site. (see page 19) to assess student approaches to learning. This questionnaire is useful for evaluating teaching, rather than characterising individual students as 'surface learners' or 'deep learners'. By evaluating teaching, the notion is supported that students will take different approaches to learning based on the design and delivery of the teaching plan.

reflect.png  Activity 2. Evaluating situations of deep learning

Here are a few of the evaluative statements designed by Biggs (1999) as generic statements reflecting student approaches to learning.

  • My aim is to pass the course while doing as little work as possible.
  • I only study seriously what’s given out in class or in the course outlines.
  • I find most new topics interesting and often spend extra time trying to obtain more information about them.
  • I test myself on important topics until I understand them completely. 
  • I come to most classes with questions in mind that I want answering.
  • I find the best way to pass examinations or assessment tasks is to remember answers to likely questions, rather than trying to understand the topics.

Questions to consider:

1. Think of a situation where you were the learner.

    • What sort of learner were you in that situation and why?
    • Consider a second situation - were you still as deeply engaged?
    • What might have improved your level of engagement?

2. Now consider your teaching practice.

    • How do your students engage with your teaching practice?
    • What could you do to enhance their engagement with the topic you are teaching?