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dc.contributor.authorHowie, Peter
dc.contributor.authorBagnall, Richard
dc.date.accessioned2017-05-03T11:22:39Z
dc.date.available2017-05-03T11:22:39Z
dc.date.issued2013
dc.date.modified2014-08-28T22:59:55Z
dc.identifier.issn14701294
dc.identifier.doi10.1080/13562517.2012.733689
dc.identifier.urihttp://hdl.handle.net/10072/51805
dc.description.abstractThis paper is a critical analysis of Biggs's deep and surface approaches to learning model, which is prominent in the higher education and tertiary learning fields. The paper reflects on the model's origins and the contextual pressures of the educational landscape extant at that time. It is argued that these pressures have led to a demonstrable lack of serious critique of the model, which has truncated the model's development, leaving it underdeveloped. There are significant problems with the model in the areas of supporting evidence, imprecise conceptualisation, ambiguous language, circularity, and a lack of definition of the underlying structure of deep and surface approaches to learning.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom389
dc.relation.ispartofpageto400
dc.relation.ispartofissue4
dc.relation.ispartofjournalTeaching in Higher Education
dc.relation.ispartofvolume18
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode3904
dc.titleA critique of the deep and surface approaches to learning model
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorBagnall, Richard G.


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