ABSTRACT
The purpose of this chapter is to contribute to our understanding of good teaching in higher education. The distinction between ‘surface learning’ approaches and ‘deep learning’ approaches is well established in the literature. However, we know surprisingly little about the relationship between these approaches and teaching. The author argues from a series of research studies that to produce ‘deep learning’ approaches in students, which achieves higher quality learning outcomes than a learner-focused teaching approach, that addresses conceptual change, is more effective. Furthermore, training teachers to adopt this approach seems to have an impact and this in turn contributes to enhancing lifelong learning.
