In this overview of the topic, I will begin by examining the origins of deep, surface, and strategic approaches to learning in higher education, as well as the elements that differentiate these approaches from each. other. Much research has been carried out on the concept of “approaches to learning”, particularly in higher education. Using this research, I will explore the strengths and “usefulness” of these concepts for understanding how students learn and addressing the implications that arise from them. I will also include information from my own personal experience with education before starting college, based on each approach. Research over the past 25 years has focused on understanding how students approach their learning. The study of deep and surface approaches to learning originated in Sweden, following the empirical research of Marton and Saljo (1976) which examined student learning. These approaches are identified in learning activities such as problem solving, lectures, essay writing, examinations, etc. (Hodgson, 1984; Hounsell, 1984; Laurilland, 1979, 1984; Ramsden, 1984; in Smith, 2005, p.2). . They found that there were two qualitatively different ways for students to approach a task that could be described as “deep” or “shallow” learning. Marton and Saljo's research has since been developed by others, such as Entwistle and Ramsden (1983) in the UK and Biggs (1999) in Australia, and is primarily used in higher education, remaining highly influential in this context . These two different approaches taken by students were first observed when Marton and Saljo gave a group of students the task of reading a text; explaining to them that they will be asked questions about...... middle of article ...... and Open University PressRamsden, P. (1992) Learning to teach in higher education. United Kingdom: RoutledgeSims, E. (2006) Deep Learning – 1: A new form for school? London: Specialist Schools and Academies TrustSmith, CA (2005) How useful are the concepts of learning approaches for thinking about early professional thinking? Contribution to the EPL project mini-conference, Early Professional Learning Project, Stirling University, pp.1-1 5. [Online] Available at: http://www.esrc.ac.uk/ (accessed April 15, 2011 )Zhang, L (2001) Approaches and thinking styles in teaching. The Journal of Psychology, 135(5), pages 547-561. [Online] Available at: www.informaworld.com (accessed April 15, 2011)Zhang, L. and Sternberg, RJ (2005) “The role of individual Differences in Approaches to Learning”, in Jarvis, P. and Parker, S. (ed.) Human Learning: A Holistic Approach, Oxon: Routledge