PROMOTING DEEP LEARNING THROUGH PERSONAL REFLECTIVE E-JOURNALING: A CASE STUDY

Authors

  • Adrian Daisy van Breda Social Work, University of Johannesburg, South Africa.
  • Najma Agherdien Centre for Technology-Assisted Learning, University of Johannesburg, Johannesburg, South Africa.

DOI:

https://doi.org/10.15270/48-2-93

Abstract

Social work educators are in the business of forming social workers. We are concerned not only with the transmission of knowledge and skills; we want to shape the whole person to become a professional social work practitioner (Dempsey, Halton & Murphy, 2001). To achieve this, we strive to facilitate deep learning among students – the kind of learning that enables students to locate themselves in their learning (Collins & Van Breda, 2010), to construct personal meaning (Clare, 2007). A deep learning approach, Marton and Säljö (1976) argue, involves sense making and having multiple understandings of our world, while a surface learning approach involves rote learning or memorisation of facts. Entwistle and Ramsden (1983) add a third approach known as a strategic learning approach, which entails students purposefully managing their time, study methods and developing an awareness of assessment processes.

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References

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Published

2014-06-11

How to Cite

van Breda, A. D., & Agherdien, N. (2014). PROMOTING DEEP LEARNING THROUGH PERSONAL REFLECTIVE E-JOURNALING: A CASE STUDY. Social Work/Maatskaplike Werk, 48(2). https://doi.org/10.15270/48-2-93

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