Explaining students' deep and surface approaches to studying through their interactions in a digital learning environment for mathematics
This thesis presents the results of a study that embraces and tests Entwistle's theory of deep and surface approaches in relation to students’ interaction with a digital learning environment for mathematics, in real conditions, during tutorial sessions. In contrast to most of the work in the fi...
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University College London (University of London)
2018
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| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747417 |
| Summary: | This thesis presents the results of a study that embraces and tests Entwistle's theory of deep and surface approaches in relation to students’ interaction with a digital learning environment for mathematics, in real conditions, during tutorial sessions. In contrast to most of the work in the field that seeks ways of adapting a system to students’ specific learning styles, the aim is to find ways to support tutors and researchers to identify students’ prominent approach in order to ultimately encourage the adoption of a deep approach to studying while discouraging a surface approach. To achieve this aim there is an in-depth examination of the relationship between the various scales and subscales of the Approaches and Study Skills Inventory for Students (ASSIST) and metrics occurring from the interaction in the digital learning environment ActiveMath. Furthermore, the potential influence of students’ prior knowledge in mathematics in “deep” and “surface” models is discussed. The results point to insights for tutors regarding identifying students’ deep and surface approaches from their interaction with the digital learning environment; suggestions regarding the design of features that encourage a deep approach to studying; and methodological recommendations for researchers regarding future studies which can help to distinguish further deep and surface approaches and to examine them in similar or different educational settings. |
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