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This review evaluates international studies on the link between approaches to learning and educational outcomes, finding deep approaches support deep understanding but do not conclusively ensure higher assessment achievement. The mismatch is partly attributed to assessment methods that may not reward deep learning. Sub-Saharan African institutions are encouraged to foster deep approaches through structured curricula and teaching and assessment strategies such as essays, problem- and inquiry-based learning, reflective learning, and research projects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/approaches-to-learning-in-higher-education-a-review/590803/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/approaches-to-learning-in-higher-education-a-review/590803.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main approaches to learning discussed in the review?","Question",{"text":112,"@type":113},"The review focuses on deep, surface, and strategic approaches to learning, highlighting how students process and engage with educational material.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does deep learning relate to educational outcomes?",{"text":117,"@type":113},"Deep approaches are associated with deep understanding of educational material, though they are not conclusively linked to higher academic achievement based on assessment results.",{"name":119,"@type":110,"acceptedAnswer":120},"Why might deep learning not lead to higher assessment achievement?",{"text":121,"@type":113},"Assessment methods in higher education institutions may not always reward deep learning, creating a gap between understanding and assessment performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590803,1793081946,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 2(3), pp. 110-115, August 2014 ISSN: 2354-2160  \nReview  \nApproaches to learning in higher education: A review  \nPauline McLoone1* and Afolabi Oluwadun2  \n1 Independent Scholar, United Kingdom .  \n2 Department of Medical Microbiology and Parasitology, Olabisi Onabanjo University, Sagamu, Ogun State, Nigeria. Accepted 20 August, 2014  \n\n| ABSTRACT\u003Cbr>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.\u003Cbr>Keywords: Approaches to learning, assessment, educational outcomes, higher education, sub-Saharan Africa. |\n| --- |\n| *Corresponding author. E-mail: [s1271325@sms.ed.ac. uk. Tel:](s1271325@sms.ed.ac. uk. Tel:) +00447570350205. |\n\nINTRODUCTION  \nThe concept of approaches to learning (deep and surface) originated from a study carried out by researchers Marton and Saljo at the University of Gothenburg, Sweden in the 1970s (Marton and Saljo, 1976a) . The fundamental aim of their research was to investigate differences in learning processes amongst students in higher education. Marton and Saljo used a phenomenography approach; a research method that involves obtaining descriptions of peoples experiencesand performing qualitative analysis to categorise and examine relationships between them (Marton and Saljo, 2005) . In their study, volunteer higher education students were recruited and provided with reading material which they were instructed to learn before being given questions to answer on the content. The students’answers to the questions helped the researchers ascertain the students’ depth of understanding of the reading material. Furthermore, the students were asked questions about the process of their learning. The researchers compared the students’ responses about  \ntheir learning process with their level of understanding of the reading material and found that there was a relationship between them . Based on their work, Marton and Saljo were able to describe two approaches to learning which they called surface level processing and deep level processing. In surface-level processing, the students had the intention of memorising the text itself and not necessarily understanding it, they were described as adopting a rote learning strategy. Students who engaged in deep level processing had the intention of trying to really understand the line of reasoning and arguments made by the author, they engaged with the text in an active and reflective way. Through understanding these students were able to remember the contents of the text. Surface level processing was found to be associated with a low level of understanding and hence a poor learning outcome whilst deep level processing was associated with a deep level of understanding and consequently a good learning outcome.  \nNoel Entwistle the director of a research programme investigating learning processes considered the term‘levels of processing’ too constricting in relation to l","cbCaiaPu6mMTdww5","https://ap.wps.com/l/cbCaiaPu6mMTdww5","pdf",65770,"English","# Review\n## Abstract\n## Keywords\n## Introduction\n## Educational Outcomes","[{\"question\":\"What are the main approaches to learning discussed in the review?\",\"answer\":\"The review focuses on deep, surface, and strategic approaches to learning, highlighting how students process and engage with educational material.\"},{\"question\":\"How does deep learning relate to educational outcomes?\",\"answer\":\"Deep approaches are associated with deep understanding of educational material, though they are not conclusively linked to higher academic achievement based on assessment results.\"},{\"question\":\"Why might deep learning not lead to higher assessment achievement?\",\"answer\":\"Assessment methods in higher education institutions may not always reward deep learning, creating a gap between understanding and assessment performance.\"}]","Approaches to learning in higher education - A review | PDF",1792070445,15]