رويكردهاي يادگيري‌، نتايج يادگيري و ادراكات دانشجويان از برنامه درسي اجرا شده و دوره تحصيلي‌

Learning Approaches, Learning Outcomes, and Studentsʹ Perceptions of Implemented Curriculum

The way that students approach their learning plays an important role in determining the outcome of any educational endeavor. Recent researches have made it clear that approaches to studying and perceptions of teaching arc two of the most direct influences on the quality of student learning. Learning approaches of students have been found to be influenced by a number of factors, such as teaching characteristics. departmental characteristics, and assessment methods. Surface. deep, and strategic are the three basic learning approaches which are identified by researchers in various Studies. One of the major concepts to emerge from researches in higher education was the idea that students can take different approaches to learning. These approaches are not stable traits in individuals, although some students will tend towards taking a deep approach whi le others will tend towards taking a surface approach. Rather, it is suggested that guud teaching can influence students to take a deep approach, while poor teaching in the widest sense can pressure students to take a surface approach. Making students more aware of their own study methods and learning styles allows them to control their activities more consciously. Traditional approaches to study skills training have focused on specific skills, like notetaking or essay-writing, and yet studerus often seem not to transfer such training into everyday studying. Deep and surface approaches to learning are words that most academics will have heard. In fact the idea that students can and do takc a deep or surface approach to their learning is probably one of the most used bits of educational research in higher education. It is a very powerful and useful principle rhat we should apply most or the time to the way we teach. Deep learning involves the critical analysis of new ideas, linking them to already known concepts and principles, and leads to understanding and long-term retention of concepts so that they can be used for problem solving ill unfamiliar contexts. Students with deep approaches of learning are focussing on the central argument or concepts needed to sol ve a problem. Methodology Two groups of students in Shiraz University completed the Study Process Questionnaire (SPQ) (N = 450) and Course Experience Questionnaire (CEQ) (N = 345). Results Analyzing data by SPSS package indicated that: I. Deep approach of learning had the 1110st usage among students. 2. Boys and girls had significant differences in deep and achievement approaches and in deep motivation. 3. Surface approach of learning had negative and significant effects on learning outcomes. 4. Surface motivation had negative and significant effects and deep motivation had positive and significant effects 011 learning outcomes. 5. Studentsʹ perceptions of clear goals, appropriate assessment, workload, and the learned skills had significant effects on their satisfaction. n. We did not find any significant differences about perceptions of good teaching, workload and the learned skills among the students in different disciplines. 7. The students with positive perceptions of implemented curriculum. had often deep approach of learning and better learning outcomes. K. Many students believe that they have deep approach of learning, but their teachers have teaching-oriented approach and also reproductive approach of asessment.Discussion and Conclusion The results suggest and we believe that intention to process is more important than content and a quality learning experience in higher education must consider process issues as well as content issues. The relationship between studentsʹ approaches to learning and thc quality of those learning outcomes has been approved in several researches. Students who assurne a deep approach to their learning are intrinsically motivated and search for meaning by integrating new information with existing knowledge. Surface learners are extrinsically motivated (largely by grades) and have a reproductive conception of learning.