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Deep, Surface, or Both? A Study of Occupational Therapy Students' Learning Concepts
1Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, OsloMet-Oslo Metropolitan University, Oslo, Norway.
Occupational Therapy International
|August 31, 2018
Summary
Student learning concepts, encompassing both deep and surface approaches, were positively related. More independent study time correlated with a stronger unidimensional learning concept in occupational therapy students.
Area of Science:
- Occupational Therapy Education
- Educational Psychology
- Student Learning
Background:
- Student conceptualization of learning is linked to study approaches.
- The association between learning concepts and personal characteristics remains unclear.
Purpose of the Study:
- To explore links between sociodemographic, educational, and personal factors and learning concepts.
- Focus on Norwegian occupational therapy students.
Main Methods:
- Surveyed 149 occupational therapy students (mean age 23.9, 79.2% female).
- Utilized Approaches and Study Skills Inventory for Students, Rosenberg Self-Esteem Scale, and General Self-Efficacy Scale.
- Analyzed data using ANOVA, chi-square tests, correlation, and regression.
Main Results:
- Students reported similar mean scores for deep and surface learning concepts.
- Increased independent study time was associated with higher scores on the unidimensional learning concept measure.
Conclusions:
- Learning concepts include both surface and deep dimensions, which are positively interconnected.
- A developed deep learning concept may complement, not substitute, a foundational surface concept over time.