正在进行的工作:一年级工程专业学生如何发展成为自主学习者?

Boris Taratutin, Taylor Lobe, J. Stolk, R. Martello, Katherine C. Chen, Roberta Herter
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引用次数: 1

摘要

虽然自我指导是当今工程专业毕业生所需要的最重要的技能之一,但个人培养终身自我指导学习者的态度、信念和技能的复杂过程尚不清楚。在这项正在进行的混合方法调查中,我们利用现有的动机和自我调节学习理论来研究两所大学的本科生在他们工程项目的前两年是如何发展成为自主学习者的。初步研究结果表明,两组一年级学生作为自主学习者都取得了进步,甚至在大学第一学期之后也是如此。然而,数据表明,两所院校在自主学习者成长的具体领域存在显著差异。与大型公立大学的学生相比,小型私立大学的学生在学习目标取向、求助行为和元认知策略使用方面表现出更强的表现。我们讨论了学习机会和环境如何影响学习者发展的这些差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Work in progress: How do first-year engineering students develop as self-directed learners?
Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.
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