Between deep and surface: procedural approaches to learning in engineering education contexts

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Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney (2008, background): “Case and Marshall (2004) claimed to have identified two approaches intermediate between deep and surface among chemical engineering students in South Africa.”
Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus (2010, background): “Research has made it increasingly clear that students vary in how they conceive of learning and knowledge (Perry 1970, 1988 ;S a¨ljo ¨ 1979, 1982), approach their studies ( Case and Marshall 2004; Entwistle and Ramsden 1983; McCune 2001) and in how they come to understand learning material (Hallde ”
On the dynamics of students' approaches to learning: The effects of the teaching/learning environment (2006, background): “Also Case and Marshall (2004) argue that approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of the Deep Approach.”
A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning? (2008, background): “Learning approaches seem to be context-dependent (Case & Marshall, 2004).”