Moving Beyond "Bookish Knowledge": Using Film-Based Assignments to Promote Deep Learning

This article investigates the effectiveness of a film-based assignment given to adult learners in a graduate-level group counseling class. Semi-structured interviews were conducted with four students; data analysis suggested film-based assignments may promote deep approaches to learning (DALs). Participants indicated the assignment helped them draw connections between the film and the course material as well as helped make course concepts more concrete and applicable to their professional settings. The article also presents instructional design strategies for incorporating film-based assignments in adult learning settings.