The advantages of deep learning over surface learning are well known. This article suggests that students can achieve deep learning effectively by using a dialectical approach. The Web provides a means of developing resources that will enable this goal to be achieved in a variety of ways. For part-time students lack of access and lack of tutor involvement in their work are common problems. The discussion in this article illustrates how a group of part-time postgraduate students achieved such goals in a social theory course. The article shows how dialectical thinking can operate and suggests ways by which larger groups of undergraduate students can benefit from such developments.
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