Learning is a fundamental, subjective phenomenon, and an important part of being a human. Once crucial part of 21st Century education is distinguishing learning experiences from the experience of being taught. In instructional situations, deep learning appears to be closely entwined with learner- and learning-centered teaching approaches, emphasizing the lifelong learning process.
I have been focusing on deep learning during my whole career, ever since I read about the original research about deep and surface learning (Marton & Säljö, 1976), which finally led me to do my doctoral research (2017) about learner agency.
In general, agency is the capacity to act, to make decisions about one’s own life, within the structure of our environment. In education, learner agency relates tightly into students’ perceptions of their own learning experiences. Within the context of 21st century education, learner agency means the need to change the structure of learning enviroments, so that students can make choices about their own learning. Supporting student’s individual learning processes also promotes deep learning.
Overemphasizing learning goals and targets instruction may overlook the importance of the individual learning process, especially when focusing the attention on gradable projects and tests. In my own experience, excessive goal orientation seems to be a problem in American education, when the evaluation focuses on achieving the standard.
With instructional approaches focusing on memorizing information in the tests, the deep learning strategies remain unused. However, in today’s flood of information, one of the key roles of a teacher is to guide the students to gather meaningful information, by helping the student to structure their experiences and build their own understanding of basic concepts.
Deep learning requires ownership and individual engagement with the content. Here is a succinct definition for deep and surface level learning strategies: “the basic processing operations that describe how students react to and interact with the learning material and with people present in the learning environment in order to enhance domain-specific knowledge and skills” (Boekaerts, 2016, p. 81).
Deep learning approach aligns with learner agency, because both are focusing on those transformative learning experiences that contribute to students’ learning for life, and constructing their own understanding of the world.
In all levels of education deep learning can be supported by instructional approaches that emphasize choice, learning ownership, knowledge construction, and making connections to one’s own experiences.
Suomenkielinen versio – This same post in Finnish – on page Suomeksi
Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83.
Marton, F., & Säljö, R. (1976). On Qualitative Differences in Learning: I—Outcome and process*. British journal of educational psychology, 46(1), 4-11.