Lesson 2

Graphic Overview

In Lesson 2, we will explore how students approach learning activities in one of two primary ways. Depending on various factors, students will either take a deep or a surface approach to learning activities. This way of exploring learning was initially proposed by Marton and Säljö[note]Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—outcome and process. British Journal of Educational Psychology, 46, 4-11. doi:10.1111/j.2044-8279.1976.tb02980.x[/note], and was expanded by Biggs, Kember and Leung[note]Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. doi:10.1348/000709901158433[/note].

Additionally, we will discuss the SOLO Taxonomy[note]Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press.[/note] as a tool that can be used in the design of learning outcomes, learning activities, and ensuring that the outcomes and activities are aligned.