ABSTRACT
Our research reported in this chapter has its roots in the student's approaches to learning (SAL) tradition (Lonka, Olkinuora, & Mäkinen, 2004; Vanthournout, Donche, Gijbels, & Van Petegem, 2013). students' approaches to learning and studying reflect the objectives they attempt to reach as well as their study processes in specific learning contexts. Previous research has roughly divided the approaches to learning into two qualitatively different categories: ‘deep’ and ‘surface’ (e.g. Biggs, 1979; Entwistle & Entwistle, 1992; Entwistle & Ramsden, 1983; Marton & Säljö, 1976, 1997). Students applying a surface approach concentrate on the text itself, whereas those applying a deep approach focus more on the meaning of the text. Researchers have also identified a ‘strategic’ approach (Biggs, 1987; Entwistle, McCune, & Walker, 2001; Entwistle & Ramsden, 1983). Originally this approach reflected students' attempts to achieve the highest grades through effective studying and by applying organised study methods, as well as students developing an awareness of current assessment methods and criteria. Recently, however, this approach has been modified to cover organised studying and effort management without such a clear focus on attaining the highest grades (Entwistle & McCune, 2004; Entwistle & Peterson, 2004). The ‘organised’ approach has been described as an approach to studying rather than learning, because it measures how students go about their everyday studying, how they organise it, and how they manage their time (Entwistle, 2009). In the present chapter, however, we apply the approach to learning concept to cover three approaches to learning and studying: the deep approach, the surface approach, as well as organised studying and effort management (referred to hereafter as organised studying).
