Learning Approaches

How the student approaches learning depends on personal factors, such as their background and personality, and interest. John Biggs (1999) discusses Marton and Säljö’s 1976 concepts of ‘deep’ and ‘surface’ learning as approaches students take depending on what they perceive they need from the learning.

Surface learning is for a short-term purpose, such as to pass quiz. Deep learning involves understanding the meaning of the topic and being able to conceptualize their application elsewhere. He wrote:

Meaning is not imposed or transmitted by direct instruction, but is created by the student’s learning activities, well summarized in the term ‘approaches to learning’. A surface approach refers to activities of an inappropriately low cognitive level, which yields fragmented outcomes that do not convey the meaning of the encounter. The deep approach refers to the activities that are appropriate to handling the task so that an appropriate outcome is achieved (Biggs, 1999:60).

He goes on to say, ‘education is about conceptual change, not just the acquisition of information’, (Biggs, 1999:60). Bigg’s discussion regarding

approaches to learning is relevant to this research as it relates to the student’s motivation and intellect, and their opportunities for transformation. The self-directedness of a deep approach to learning is apparent in Mark’s reasoning for pursuing the trades. He said, ‘I kind of have this idea that I’m going to build something big and complex, so welding is just one of the steps to that’. When he learned to weld, for example, it was not surface learning fixed to that situation.

He envisions the applicability of that skill to another project. Mark experienced how the instructor has a significant role in the student learning. He attended the same program years prior under different tutelage, left for a different school, then returned after the current instructors were hired. He said:

The previous instructor was here for over ten years or so. He was really good at what he does, but he wasn’t a ‘teacher’ per se. you just showed up every day and did what you wanted. So, most of the time people were just sitting at computers like just screwing around. It wasn’t a learning environment. The teachers now answer your questions, and they don’t act like they don’t have time for that. And they plan out projects and show things. They have goals for the program, and structure, and they structure things that will carry on over to the job.

Rick also recognized the difference between surface and deep learning. He said:

There is a difference in how you learn here versus other programs and colleges. Here you’re given an idea, and you are to take that idea and take it happen. There is a difference between someone who just wants to get through it, and someone who wants to get something out of it. That can be really challenging because usually our projects run about a week so what happens is you don’t have a lot of time. You’re trying to build stuff while you are learning it, and most of the time it’s trial and error. And mostly error. But I guess that is what the satisfaction is – to be able to see it. I don’t really know what I’m doing when I’m jumping into this, but this is what I’m able to produce.

Mark and Rick demonstrated ownership of their approach to learning, and how it is important to them not to only satisfy course requirements for graduation, but to obtain applicable skills for future use. Rick commented, ‘We are being taught to be employed, to be useful’. This is a forward-thinking application of un-siloed skills.

The program structure of learning theory in the classroom for part of the day followed by practice in the shops is key to the successful transfer of learning (Daffron and North 2011) and theory to practice. The participants shared their appreciation for a challenge, and especially the development of problem-solving skills through hands-on learning. Derek recognized the learning won’t stop once he graduates:

That’s what I’m looking forward to - no matter what, it’s going to be a challenge. There is going to be new stuff coming out all the time. There’s just so much to learn, you know, and if you can learn something new each day, you’re doing good.

The structure of the program, and the emphasis on deep learning and problem-solving shows that the students are not only learning specific skills, but they are learning how to transfer those skills to new situations. They are learning how to learn and are able to use their skills to think their way through new problem.

Regarding the conceptual leap in problem-solving and how much there is to learn, Mark commented:

It gets overwhelming sometimes. You definitely have to be really organized about it. It’s so complex. You definitively have to have a method. Trying to make a method of taking out your own human error. It’s pretty neat. I’ve definitely learned to not just straight out ask, but probe people on what (the instructors) know and their experience.

Many of the participants, based on prior learning experiences, do not consider themselves academics and appreciate the kinesthetic approach the PTC offers in order to facilitate deep learning. Their attitudes and approaches are influenced by their previous experiences in school. Knowing the students in general may have not felt successful in precious academic programs, and given the hands-on nature of the skilled trades, the instructors employ kinesthetic teaching methods that promote critical thinking. The students regarded the challenge as

noteworthy and were gaining more satisfaction compared to previous high school and post-secondary programs.

Transformation cannot be forced upon a student. The individual must be ready and willing to change. In this vein, self-motivation is key to successful learning and a step towards transformative education. Their motivation was molded and displayed by life events, attitudes, past educational experiences, and their approaches to learning. Each participant, in being successful, portrayed a positive attitude towards the learning, even when they did not have a positive attitude about the school before they started. The combination of being a self-directed adult and seeking to learn a trade demonstrates purpose and an interest in relevant learning opportunities. This self-motivation is both the impetus and part of the cycle in transformative potential at the professional technical college.