Evaluating the self-directed learning readiness of engineering undergraduates: a necessary precursor to project-based learning

Abstract

Contemporary learning environments have fewer structured learning activities and more self directed learning tasks guided through consultation with academics. Such tasks are predominately project/problem based where the student is required to follow a freely guided road map to self discovery whilst simultaneously achieving desired learning outcomes for a particular course. However, many students struggle to adjust to a learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes to evaluate the SDL readiness of final year engineering students. To achieve this objective, a questionnaire survey of 22 students (37 per cent of final year cohort) completing the civil engineering program at Griffith University was conducted. Moreover, the relationship between a respondent's grade point average (GPA) and their SDL readiness was determined. Through understanding students SDL readiness throughout their engineering programs, academics can better tailor PBL support mechanisms to achieve desired learning outcomes.