Abstract:

The concept of approaches to learning (deep, surface and strategic) has been influential in higher education research, policy and practice, particularly, in the world’s leading universities. In this review, published international research investigating the relationship between approaches to learning and educational outcomes in higher education is evaluated. There is evidence that deep approaches to learning are associated with a deep understanding of educational material but not conclusively high academic achievement (as measured by assessment results). This may be because the assessment methods adopted by higher education institutions do not always reward deep learning. It is recommended that higher educational institutions in sub-Saharan Africa aim to encourage students to develop a deep approach to learning, leading to a deep understanding of subject matter. This can be achieved through the incorporation of well organised curricula and teaching and assessment methods that promote deep understanding, such as, essay writing, problem based learning, inquiry based learning, reflective learning and research projects.

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