Breadth and Depth in the Learning Process

Imagine looking at a tree that is hundreds of years old. What lies beneath that image is staying resistant to hundreds of years, perhaps still bearing fruit... In fact, the factors that have enabled it to survive until now are also learning.

When we look at the elements that create a tree with an eye of learning, the tree remains on the ground; While its branches and fruits reflect the breadth of learning; The length and solidity of the tree's roots in the soil can express the depth of learning. Learning is a difficult and demanding process, just like the hundreds of years of life of a tree.

Breadth of Learning

Breadth of learning can be expressed as all kinds of diversity in the learning process. In this context, factors such as the number of trainings attended by the individual, the ability to benefit from different learning environments, the learning tools used and the resources to be used can be taken into consideration. For example; How many different sources the individual will read the relevant subject, the number of instructors, and the learning environment (online seminar, face-to-face or video education) are the factors that determine the breadth of learning.

Depth of Learning

On the other hand, the depth of learning can be expressed from a qualitative perspective. In this case, it is important at what level the individual wants to learn the subject. Here, Bloom's Taxonomy appears and it is determined at what level the individual should be among the levels of knowledge, comprehension, application, analysis, synthesis and evaluation. Bloom's Taxonomy clearly tells us the depth of learning, and the depth increases as we move from the knowledge level to the evaluation level. Here we can state that tree roots become increasingly stronger with depth.

There are 4 different regions that can be formed regarding depth and breadth in learning.

Region A: This is the region where learning is deepened and diversity increases. Using the metaphor of a tree, it is a tree with strong roots and a high variety of branches or fruits. This depth and diversity is the region that strengthens learning and gradually turns learning into behavior. Learning in this area should be continued.

Region B: This is the region where learning is deep but diversity is low. Using the metaphor of a tree, it is a tree with very long roots but no fruit or branches on it. Targeted behaviors are not fully integrated with training or elements that will create diversity. It is a region that can be improved in terms of learning and has high potential.

Region C: This is the region where learning is narrow and shallow. It is very likely that the trees living in this region will collapse at the slightest earthquake. This training or learning process is inefficient. This process should be abandoned.

Region D: This is the region where learning diversity is high but shallow. The roots are weak and learning may have difficulty taking hold. If it is not supported, it will be forgotten very quickly. It should be re-evaluated whether training in this region is among the priorities.

Learning breadth and depth represent different dimensions of the learning process. While breadth relates to the amount and variety of learning; Depth is related to the knowledge level of learning and the ability to use knowledge. Both perspectives complement each other, providing a more comprehensive perspective on the individual's lifelong learning process. Therefore, it is important to consider breadth and depth perspectives together when evaluating the learning process.

Source: https://hbrturkiye.com/blog/ogrenme-surecideki-genislik-ve-derinlik