Student learning approaches research has been built upon the notions of deep and surface learning. Despite its status as part of the educational research canon, the dichotomy of deep/surface has been critiqued as constraining the debate surrounding student learning. Additionally, issues of content validity have been expressed concerning situational and contextual differences in its interpretation. Q methodology was used as both a research method and an analytical technique for this study and has as its aim the exploration of subjectivity. The deep/surface dichotomy was not found in this study, but rather three unique types of study approaches. Moreover, through Q methodology, new novel combinations of statements were able to emerge, thus allowing the academic discussion to move beyond the deep and surface dichotomy.
Godor, Brian P. (2016, January 17). Moving beyond the deep and surface dichotomy; using Q methodology to explore students’ approaches to studying. Teaching in Higher Education, (http://doi.org/10.1080/13562517.2015.1136275) ePublication prior to print.
Brian P Godor <email@example.com> is Honour’s Program Coordinator, Erasmus School of Pedagogical and Educational Sciences, Erasmus University, Rotterdam, The Netherlands.
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