Learning quality in a scientific open access faculty: main influential factors from first-year student perspective

Anouar Alami, Omar Jiyed, Ouafae Idrissi Aydi, Nadia Benjelloun, Moncef Zaki, Mohammed Lachkar

Abstract


Currently, the quality of student learning i.e. in-depth learning is essential in any planned reform. The massification phenomenon is one of the challenges facing this quality. This study aims to explore the student characteristics affecting the deep learning in an open access faculty, namely, the Dhar El Mahraz Faculty of Science (Fes, Morocco). Semi-structured interviews were conducted on a sub-sample of 15 freshmen with a dominance of a surface learning approach and all enrolled in Earth and Universe Sciences and Life Sciences (EUS/LIS) program. The main factors encouraging surface learning found were the learning habits and strategies, language competencies, motivational aspects and gender. The findings could serve as an input for the design and implementation of actions to enhance deep learning.


Keywords


Learning quality Approaches to learning; Deep learning; Open access university

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DOI: http://doi.org/10.11591/ijere.v11i2.21937

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