Teaching Deep Learning in Asia

Abstract

A concern of educators today is the achievement of high quality learning outcomes in academic courses. These learning outcomes include, among other attributes and competencies, good technical, analytical, communicative, evaluative, problem solving, life-long learning, decision-making, and conceptual skills. Students have been criticized for not possessing adequately these types of skills and abilities required of graduates, which are needed in a rapidly changing work environment. Research studies over the last 30 years have suggested that student learning approaches are a key factor influencing the quality of their learning outcomes. High quality learning outcomes may not be achieved unless teachers and students adopt a deep teaching and learning approach. The call to take on deep teaching and learning has not made significant progress (Paul, 1997; SECFHF, as cited in Wirth & Perkins, 2008). This paper revisits learning approaches and the elements that have been identified as factors influencing student learning orientation, and suggests ways teachers can promote deep learning in their courses to address the concerns of both the professional bodies and employer groups who are currently dissatisfied with some key skills of university graduates.