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



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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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).