Deep learning: a case study amongst men and women of different cultures
Rachel Percy, University of Reading, UK.
Abstract: This case study examines the factors that enable deep learning to take place. A
total of fourteen development professionals (twelve men and two women) from countries
spanning four continents were asked to think of something in their lives that they felt
they had learned very well, whether within or outside the formal education sector. In
individual recorded interviews participants reflected on the factors that helped them to
learn the topic or skill so well. Recordings were transcribed and analysed with an aim to
understand more about what factors contributed to deep learning and whether these varied
greatly between peoples of different ages, gender, race and educational background. It was
found that 'learning by doing' and 'motivation' were the major factors enabling deep
learning, the former being a critical factor in all but one of the interviews and the
latter being discussed in all but two. 'Listening' and 'observing' were important
components of deep learning as were 'learning from mistakes' and 'seeking guidance'. The
research provided some insight into the place of theory in relation to practice during the
process of deep learning. It is concluded that experiential learning enabled deep
learning to take place and that this was true for interviewees of all ages, gender,
cultural and educational backgrounds.