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1、To what extent is a deep approach to learning the most successful in university educationThe development of the society, the volume of evolving knowledge and know-how will continue growing (Delors, 1996, p.85), due to people have to learn to improve their self-evaluation in a learning society, there
2、fore higher education reforms gradually. The following will discuss a deep approach to learning is not the most successful in university education. There are four aspects of effects, for instance, concentration, selection, assessment and health. The deep and surface approach to learning was first in
3、troduced by Marton and Saljo in the 1976 (Naidu, 2003, p.223). They demonstrated an approach that people would recognize as rote learning, or a superficial, surface approach. A deep approach involves the critical analysis of new ideas, link them to already known concepts and principles, and draw rel
4、ationships and distinguishing between new ideas and previous literature, or evidence and argument so that they can be used for problem solving in unfamiliar contexts (Heffernan, 2000, p.28). Deep approaches can affect students expand the number of reading, while they need do a lot of thinking about
5、the subject, and then find out some questions and connections between different materials, and at last solve the problems by reading a volume of books. After this, sometimes students will get lost, they cannot focus on their original aim. It can be seen that a deep approach to learning is not very s
6、uccessful in higher education.Smith (Smith, 1996 cited in Heywood, 2000, p226) advised that the deep learning found among learners age over 23 years old might be as a result of breaking in their higher education. Students study in university whose common age over 18 years old, therefore a deep appro
7、ach to teaching is adopted successfully in the university. Generally, learners choose different approaches to learning in order to adapt to the learning environment in which they maximize their potential for success (Mortimore, 1999, p217). Obviously the deep approach to learning is not completely s
8、elected by all students, so that a deep approach to learning is not greatly successful in university education.Watkins (2007) required that assessment should not be controlled by the presence of traditional testing systems of a narrow area, and of doubtful reliability. However, in the twenty-first c
9、entury, the basic assessments method still is to test the students ability after learning. The syllabus and course of study use deep approaches do not always work to the students advantage in an education system (Mortimore, 1999, p200). If students are hoping for success in university, despite they
10、should get more knowledge to concentrate on their own subject, they have to pass the examination. For this reason, Nixon and Helms did a research which showed that 14% students chose a strategic approach to learning in order to pass the exam in university education (Nixon, 2002 cited in Wankel, 2008
11、, p.4).Houghton (2004) claimed that deep learning encourages understanding and application for life. However, in the university, except studying, students have other things to do on their life, such as join in some social club, do some exercises with friends and find a part-time job. They will lose
12、lots of time if they use a deep approach to learning, so that they have no time to meet friends or take exercises. Using a deep approach to learning is not really benefit for their physical health.To sum up, the above arguments have shown that using a deep approach to learning dose lead to different
13、 results, and a deep approach is too complex to control, and students cannot receive a huge amount of information in a short period of time. A deep approach to learning is not much successful in university education, even though it has some beneficial effects. Word Count-609References: Heffernan, T.
14、M. (2000). A students guide to studying psychology. East Sussex: Psychology Press Ltd. Heywood, J. (2000). Assessment in higher education: student learning, teaching, programmes, and institutions. London: Jessica Kingsley Publishers. Houghton, W. (2004). Engineering Subject Centre Guide: Learning an
15、d Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre. Delors, J (1996). Learning: The Treasure Within: Report to UNESCO of International Commission on Education for the twenty- First Century. Paris: Unesco Pub. Mortimore, P. (1999). Understanding pedagogy and its
16、 impact on learning. London: SAGE. Naidu, S. (2003). Learning & teaching with technology: principles and practices. America: Routledge. Wankel, C., DeFillippi, R. (2008). University and Corporate Innovations in Lifelong Learning. London: IAP. Watkins, C., Carnell, E., Lodge, C. (2007). Effective Learning in Classrooms. London: Paul Chapman Publishing, A SAGE Publications Company.