Abstract:

Objective To explore the characteristics of the deep and surface learning approaches of nursing undergraduates in blended learning，so as to provide a reference for improving the teaching design and improving the teaching effect. Methods The learning approaches of 3 841 students from 11 colleges and universities in the blended courses through convenient sampling were measured using the Revise Two-factor Study Process Questionnaire（R-SPQ-2F）. Results The median scores of the 3 841 students were 33（30，38） in deep learning and 28（23，31） in surface learning. The majority of students’ deep learning scores were at middle and high levels（53.8% and 40.1% respectively），while the majority of students’ surface learning scores displayed middle and low levels（53.7% and 31.5% respectively）. The non-parametric median test disclosed a statistically significant difference（P<0.01） in students’ deep and surface learning scores among different institutions and courses. Spearman’s correlation analysis showed that deep learning did not have a relationship with homework volume（P>0.05），but exhibited a negative correlation with course difficulty（P<0.05） and positive correlations with learning outcomes and satisfaction（P<0.01）. On the other hand，surface learning was not associated with homework volume or course difficulty（P>0.05） and instead presented negative correlations with both learning outcomes and satisfaction（P<0.01）. Conclusion Nursing undergraduates in blended courses are more likely to use deep learning，while surface learning also has its positive significance. Teachers should pay attention to students’ learning experience，stimulate their motivation to learn，and appropriately adopt different learning approaches to achieve the best learning effect.

Key words: Education, Nursing, Baccalaureate, Questionnaires, Deep learning, Blended teaching