From surface to deep learning: a comparative experiment into digital learning effectiveness

This study investigated whether online learners demonstrate learning gains comparable to those of on-campus learners in terms of lower- and higher-order thinking skills when taught by the same lecturer in the same subject area. Using a quasi-experimental design, a real-time, head-to-head comparison was conducted involving 37 online and 40 on-campus students enrolled in a Bachelor of Construction Management. Although no statistically significant differences were found in the mean scores of the two groups across the three assessment levels (i.e. 0.618 > 0.05, 0.174 > 0.05, and 0.865 > 0.05), the interview results indicated that the effectiveness of online learning varied significantly depending on the strategies employed. Gamified exercises and guided learning activities, supported by reinforcement strategies were more effective for surface learning, whereas roleplay simulations, reflective writing, and self-directed problem-solving activities supported deep learning. The study concludes that learning effectiveness is influenced less by the mode of delivery and more by teachers’ creativity in tailoring instructional strategies to students’ learning pace and needs, as well as, students’ readiness and timing. While the study findings are transferable to similar educational contexts, generalisations should be made with caution, as the experiment was limited to a single subject and involved non-randomised participants.