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Preferences for deep-surface learning: A vocational education case study using a multimedia assessment activity
ARTICLE

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Australasian Journal of Educational Technology Volume 26, Number 7, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This research tests the proposition that the integration of a multimedia assessment activity into a Diploma of Events Management program promotes a deep learning approach. Firstly, learners' preferences for deep or surface learning were evaluated using the revised two-factor Study Process Questionnaire. Secondly, after completion of an assessment exercise comprising a multimedia presentation with digital images and oral commentary, the respondents' self-described approaches to learning were collected using semi-structured interviews. Using these two data sets, learners preferred and implemented learning approaches were compared. Results show that whilst the multimedia assessment exercise did not prohibit the adoption of a deep learning approach, it tended to enable the adoption of both deep and surface learning approaches. In addition to informing our understanding of the relationship between deep and surface learning preferences and the implementation of a multimedia assessment item, the data gathered also provide some clues related to the sorts of factors that the respondents considered and how they responded to these factors in their undertaking of the assessment exercise.

Citation

Hamm, S., Robertson, I. & Robertson, I. (2010). Preferences for deep-surface learning: A vocational education case study using a multimedia assessment activity. Australasian Journal of Educational Technology, 26(7),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved June 23, 2021 from .

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