The Effect of Engagement and Perceived Course Value on Deep and Surface Learning Strategies

• Published in: Informing science 2009-01, Vol.12, p.181-190
• Main Authors: S. Floyd, Kevin, Harrington, Susan, Santiago, Julie
• Format: Article
• Language: English
• Subjects: Career choice; Deep learning; Learning; Motivation; Motivation in education; Perceptions; Student participation
• ISSN: 1547-9684; 1521-4672
• DOI: 10.28945/435

This study investigated the relationships among perceived course value, student engagement, deep learning strategies, and surface learning strategies. The study relied on constructs from previous studies to measure course value, engagement, surface learning strategy, and deep learning strategy. Statistically significant findings were observed between perceived course value, student engagement, and deep learning strategy. Surface learning strategies occur when the student's perceived value of the course is low. These findings suggest that deep learning strategies occur when students are engaged in the learning process and their perceived value of the course content is high. While there is much research to support the finding that engagement is a way to help students learn, the findings of this study show that course value has a greater positive influence on deep learning and surface learning strategies than engagement. By understanding and enhancing perceived value and engagement, the ultimate goal of enhancing deep learning should result. Keywords: learning styles, deep learning, surface learning, student engagement, course value, education (relevance)