Surface learning in higher education| Ngo Thi Hai Ha

Name: Ngo Thi Hai Ha

Student ID: 1611140024

Course: CO150

Course instructor: Nguyen Hoang Giang

Surface Learning in Higher Education

In contemporary life, the learning method of students at higher education has always

been one of the most controversial issues that attract public attention in Vietnam. In a study

conducted by Associate Professor, Doctor Nguyen Cong Khanh from Hanoi National

University of Education, 68.2% of researched students said that they have not found out an

effective self-learning way for themselves instead of learning by heart [4]. The figure has

provoked the problem of students’ surface learning method at higher education, which needs

addressing.

To begin with, it is vital to clarify the term “surface learning”. According to Marton

and Saljo, two distinguished educational researchers, surface learning, or in other words,

“strategic” learning is the approach to learning in which students just concentrate on

memorising the lectures by selecting, prioritising what they need to learn, and involving low-

level cognitive activities [11]. “Strategic” learners see the course content as the material to be

learnt for the exams. Thus, they tend to rely on rote learning and focus on outwards signs and

the formulae needed to solve a problem. They are likely to accept new facts and ideas

uncritically and attempt to store them as isolated, unconnected, items rather than making

connection between lecture content and their previous knowledge.

Unfortunately, this method of learning is becoming increasingly popular among

students at higher education. For example, in a research carried out by Associate Professor,

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Doctor Nguyen Cong Khanh from Hanoi National University of Education, 41.1% out of 448

researched students mostly learn from textbook and notes but merely have time to read

reference books [4]. Besides, 31.4% of students in the survey often have a learning strategy

focusing on memorising rather than grasping knowledge and 22.9% prefer being taught by

lecturers to actively asking questions and finding answers themselves [4].

Therefore, it is reasonable to state that surface learning has become a “trend” among

students. The question is: “Why do students choose to follow this trend?”. Based on my

personal observation, there are three main reasons for this phenomenon. The first justification

is that some students, whose non-academic priorities exceed academic ones, only have the

intention of achieving a minimal pass. For example, at my class and also my friends’ class,

there are some students who do not pay attention in class or even do not attend the class. They

just start learning some days before the exam based on the teacher’s revision and textbook.

Their goal is to gain enough points in the final exam so as not to retake the course. The second

reason is that students may have insufficient time and too heavy workload. At Foreign Trade

University, students focus not only on studying but also other extra – curricular activities such

as club, part-time jobs or internship. Thus, they have to choose “strategic learning method”,

which can both help them achieve good test results and save time for other activities. Last but

not least, due to genuine inability to understand particular context at a deep level, students have

to rely on surface learning. For instance, it is my personal experience when I take the course

“The basic principles of Marxism – Leninism”. Although I have tried my best to listen to my

lecturer as well as reading textbook before class, I could hardly understand the basic content

of the course, therefore, I have to memorise all my notes and revision questions to pass the

final exam.

However, though in some cases, surface learning is unavoidable and useful to many

students, it can bring out a handful of adverse influences. “Surface” learners are likely to store

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knowledge in short-term memory, which cannot last long because they do not understand the

meaning behind words. Due to their intention of concentrating on the writer’s main point and

reproducing the main facts, they have neither interaction with content and idea nor reflective

approach, and facts are not elaborated on, either. Associated with anxiety in learning, surface

learners are dispassionate with the material. The students may feel pressurised and rush into

retention of information. Thus they only learn by heart and did not understand the meaning

behind the material, which can be easy to forget when learning new things. Furthermore, since

they are relying on rote learning, students are likely to receive information passively, and fail

to distinguish principles from examples. Therefore, later in life, they are unable to apply this

knowledge into practical situations.

Because of these undesirable effects exerted by surface learning, it is advisable that

students should make attempts to take deep learning method, which is defined as “a set of

competencies students must master in order to develop a keen understanding of academic

content and apply their knowledge to problems in the classroom and on the job” by The William

and Flora Hewlett Foundation [1]. Similarly, the National Research Council (NRC) also

defines deeper learning as “the process through which an individual becomes capable of taking

what was learned in one situation and applying it to new situations” [1].

To be more specific, deeper learners often attempt to relate ideas together to understand

underpinning theory and concepts, and to make meaning out of material under consideration.

They also focus on the central argument or concepts needed to solve a problem and able to

distinguish between argument and evidence. Thus, they are able to understand the words of the

author and lecturer enough to give a meaning using their own words and link course content to

real life cases.

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To promote this advantageous learning method, not only students but also lecturers and

the government should take measures. In terms of students, they should have a motivation to

engage with the task meaningfully and appropriately. Such a motive may arise from an intrinsic

curiosity or from a determination to do well. With this motivation, students could develop deep

learning through a process with four major steps. Firstly, they need to acquire surface level by

using these skills: highlighting, note-taking, mnemonics, underlining, and imagery. The next

level is consolidating surface level learning, where they are using strategies like test taking,

rehearsal, and learning how to receive feedback. The third step is to acquire deep learning level,

in which such strategies as organization, strategy monitoring, concept mapping, and

metacognitive strategies can be applied. The last one is to consolidate that deep learning by

using self-questioning, self-monitoring, self-explanation, self-verbalizing, peer tutoring,

collaboration, and critical thinking techniques.

From the perspective of lecturers, they should use the teaching method that explicitly

bring out the structure of the topic or subject and an active response from students by building

on what students already know. Furthermore, assessment method is an important thing that

needs changing. It is suggested that teachers should assess in a way that encourages a positive

working atmosphere, so that students can make mistakes and learn from them. More

specifically, lecturers had better replace right-answer questions with the open test format that

promote creative thinking. Besides, the government can also support deeper learning approach

through various ways such as competency-based education initiatives, alternative assessment,

personalized learning, flexible learning pathways, and expanded definitions of college and

career readiness

In the light of facts mentioned above, it is reasonable to state that though widely utilized

by higher education students, surface learning has many drawbacks and should not be

promoted. Students are recommended to take deep learning method instead of surface learning,

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for its significant advantages, which obviously outweigh the benefits of surface learning.

Hopefully, my proposed ways to promote deeper learning can help students to continuously

expand, strengthen, and propel their learning forward as they adapt and thrive in our rapidly

changing and complex world.

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REFERENCES

1. American Institute for Research, Why do students need deeper learning?, Great Lakes &

Midwest Regional Deeper Learning Initiative, October 2015.

2. Bitter, C., Taylor, J., Zeiser, K. L., & Rickles, J. Providing opportunities for deeper learning.

Report #2: Findings from the study of deeper learning: Opportunities and outcomes, 2014.

3. Institute for the Advancement of University Learning, Paper 2: Students approaches to

learning, University of Oxford

4. Mai Minh, Hơn 50% sinh viên … không hứng thú học tập, Dân Trí, September 26th 2008

5. Maine Department of Education, Spotlight On…. Taking the Deep Dive! Move from Surface

to Deep Learning, Literacy Link, volume 13 number 4, February 2017.

6. Maryellen Weimer, Deep Learning vs. Surface Learning: Getting Students to Understand

the Difference, Faculty Focus, November 19th 2012.

7. Matthew Hall, Alan Ramsay & John Raven, Changing the learning environment to promote

deep learning approaches in first year accounting students, Australia.

8. Nguyen Quoc Vy, Tâm thư của thầy giáo dành cho những sinh viên lười, VNExpress,

September, 23rd 2015.

9. Petter DeWitt, What Are the Best Strategies for Surface to Deep Learning?, Education Week,

August 21, 2016.

10. Sengodan, V. & Iksan, Z. H, Students’ Learning Styles and Intrinsic Motivation in

Mathematics, Asian Social Science, Chapter 8, 2014.

11. University of Birmingham, Surface and deep learning, Enquiry – Based Learning

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12. Zeiser, K., Taylor, J., Rickles, J., Garet, M., & Segeritz, M, Evidence of deeper learning

outcomes, Report #3: Findings from the study of deeper learning: Opportunities and outcomes,

2014