Self-efficacy in engineering design through peer review, self-review, and interactive online tutorials

Abstract

Self-regulated learning is a key attribute in tertiary engineering education, and forms the basis of engineering judgement. The experience of remote learning during the COVID-19 era revealed particular challenges in self-regulated student learning practices, but also resulted in a number of systemic, technology-based interventions to enable improved student learning. Drawing on a 3rd-year electronic design course case study at a contact-based engineering faculty in South Africa, this paper presents an approach to bridging the gap between student perceptions and their actual assessment performance during independent, remote learning. Using scaffolded reflective and peer learning strategies, the research team sought to answer the question: What is the impact on self-efficacy of frequent self- and peer-assessment opportunities across a range of project-based learning tasks? Results were analysed using Bandura's four self-efficacy 'mastery’ and experiential domains, and indicate an improvement in alignment between perceptions and actual performance. We suggest that a well-designed, scaffolded set of assignments with reflective and peer-learning opportunities can contribute significantly to the development of student confidence and mastery.