Bringing deep learning to the surface
Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to r...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
OsloMet — Oslo Metropolitan University
2020-07-01
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| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | https://journals.hioa.no/index.php/nordiccie/article/view/3798 |
| _version_ | 1828373540143890432 |
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| author | Øystein Winje Knut Løndal |
| author_facet | Øystein Winje Knut Løndal |
| author_sort | Øystein Winje |
| collection | DOAJ |
| description | Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice. |
| first_indexed | 2024-04-14T07:20:07Z |
| format | Article |
| id | doaj.art-d4223bf2b35c48e39161261cfd98034b |
| institution | Directory Open Access Journal |
| issn | 2535-4051 |
| language | English |
| last_indexed | 2024-04-14T07:20:07Z |
| publishDate | 2020-07-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj.art-d4223bf2b35c48e39161261cfd98034b2022-12-22T02:06:12ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512020-07-014210.7577/njcie.3798Bringing deep learning to the surfaceØystein Winje0Knut Løndal1Oslo Metropolitan UniversityOslo Metropolitan UniversityDeep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.https://journals.hioa.no/index.php/nordiccie/article/view/3798deep learningprimary and secondary educationsystematic mapping review |
| spellingShingle | Øystein Winje Knut Løndal Bringing deep learning to the surface Nordic Journal of Comparative and International Education deep learning primary and secondary education systematic mapping review |
| title | Bringing deep learning to the surface |
| title_full | Bringing deep learning to the surface |
| title_fullStr | Bringing deep learning to the surface |
| title_full_unstemmed | Bringing deep learning to the surface |
| title_short | Bringing deep learning to the surface |
| title_sort | bringing deep learning to the surface |
| topic | deep learning primary and secondary education systematic mapping review |
| url | https://journals.hioa.no/index.php/nordiccie/article/view/3798 |
| work_keys_str_mv | AT øysteinwinje bringingdeeplearningtothesurface AT knutløndal bringingdeeplearningtothesurface |