Zhao Chunyu, Hou Haiyang, Gu Qiongying
School of Standardization, China Jiliang University, Hangzhou, China.
School of Science, Hangzhou Dianzi University, Hangzhou, China.
Front Psychol. 2022 Jul 8;13:944588. doi: 10.3389/fpsyg.2022.944588. eCollection 2022.
Deep learning is a type of high-level learning that has received widespread attention in research on higher education; however, learning scenarios as an important variable have been ignored to some extent in past studies. This study aimed to explore the learning state of engineering students in three learning scenarios: theoretical learning, experimental learning, and engineering practice. Samples of engineering university students in China were recruited online and offline; the students filled in the engineering Education-Study Process Questionnaire, which was revised from the R-SPQ-2F. The results of clustering analysis showed four types of learning approaches in the three scenarios: typical deep learning, typical shallow learning, deep-shallow learning, and free learning. Engineering learners in different learning scenarios tended to adopt different learning approaches and showed gender differences. Due to factors such as differences in culture and choice of learning opportunities, the deep and shallow learners demonstrated excellent learning performance, which is in sharp contrast with the "learning failure" exhibited by such students abroad.
深度学习是一种高级学习方式，在高等教育研究中受到广泛关注；然而，学习情境作为一个重要变量在以往研究中在一定程度上被忽视了。本研究旨在探索工科学生在三种学习情境下的学习状态：理论学习、实验学习和工程实践。通过线上和线下方式招募了中国工科大学生样本；学生们填写了从R-SPQ-2F修订而来的工程教育-学习过程问卷。聚类分析结果显示，在这三种情境下存在四种学习方式：典型深度学习、典型浅度学习、深度-浅度学习和自由学习。不同学习情境下的工科学习者倾向于采用不同的学习方式，并且存在性别差异。由于文化差异和学习机会选择等因素，深度学习者和浅度学习者都表现出优异的学习成绩，这与国外此类学生表现出的“学习失败”形成鲜明对比。
