期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2009
卷号：12
页码：181-181
出版社：Informing Science Institute
摘要：This study investigated the relationships among perceived course value, student engagement,
deep learning strategies, and surface learning strategies. The study relied on constructs from previous
studies to measure course value, engagement, surface learning strategy, and deep learning
strategy. Statistically significant findings were observed between perceived course value, student
engagement, and deep learning strategy. Surface learning strategies occur when the student’s perceived
value of the course is low. These findings suggest that deep learning strategies occur when
students are engaged in the learning process and their perceived value of the course content is
high. While there is much research to support the finding that engagement is a way to help students
learn, the findings of this study show that course value has a greater positive influence on
deep learning and surface learning strategies than engagement. By understanding and enhancing
perceived value and engagement, the ultimate goal of enhancing deep learning should result.
