Surface and Deep Learning Approaches within the Framework of Constructivism: A Theoretical Analysis

Christopher N. Thebe, DEd – Dean of Students, Solusi University, Zimbabwe.
*Corresponding author: thebecn@solusi.ac.zw

Received December 26, 2018; Revised January 19, 2018; Accepted March 28, 2018

Abstract: Lecturers want to teach students and the students want to learn. However, there always seems to be a tussle between teaching and learning for examination on one hand and teaching and learning for comprehension and understanding on the other hand. This evokes several teaching and learning approaches. These may be summed up to be either the surface or deep learning approach respectively. The surface learning approach is characterized by rote learning whereas the deep learning approach is student-centered and allows the students to construct and apply knowledge on their own under the guidance of a lecturer. The active involvement of learners in the teaching and learning process resonates with constructivism. Constructivist principles recognize learners as the main focus of any teaching and learning situation by allowing them to explore their environment. There is a symbiotic relationship between deep learning, constructivism and self-regulated learning. It has also been noted by scholars that he Constructive Alignment theory (CA) as well as the ‘3P’ (presage, process and product) learning and teaching model are intended to stimulate the deep learning approach to academic work.