Complete thesis - Murdoch University

Chapter 7Implementing a model for creative REeducation 2003Today’s constraining factor is not the software, not the hardware, not the network.It is human creativity(Keegan, 1998, p 239)As noted at the conclusion of the previous chapter, reflection on the success (or otherwise) ofthe Apprenticeship model highlighted issues, both immediate and longer term, that requiredconsideration. In summary, in the Apprenticeship model students focussed on learning thetools and techniques of RE at the expense of a more expansive view of the discipline.Student perception of the learning situation suggested some of the traits of surface learning.Investigation of the literature related to this concept – surface and deep learning (eg Entwistleand Ramsden (1983) and Richardson (1990)), indicated further analysis and reflection of the2002 data was warranted. This highlighted an issue that had not previously been flaggedas overly relevant: student feedback indicated the perception of a heavy workload. Thissuggested the instructional aspect of the unit needed be examined more closely.There is some support in the literature to suggest such a perception is an indication ofsurface learning: Entwistle and Tait (1990, 1995) found that students who reported themselvesas adopting surface approaches to learning preferred teaching and assessment procedureswhich supported that approach, whereas students reporting deep approaches preferredcourses which were intellectually challenging and assessment procedures which allowed themto demonstrate their understanding. More recently Cope and Staehr (2005) confirmed thatperception of workload appeared to be a key to encouraging the use of deep learning approaches,while surface learning have been associated with perceptions of too high a workload.272