Relationship between self directed learning readiness factors and learning outcomes in third year project-based engineering design course

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Title Relationship between self directed learning readiness factors and learning outcomes in third year project-based engineering design course
Author Nepal, Kali Prasad; Stewart, Rodney Anthony
Publication Title 21st Annual Conference of the Australasian Association for Engineering Education
Editor Ms. Anne Gardner & Dr. Lesley Jolly
Year Published 2010
Place of publication UTS, Sydney
Publisher UTS Printing Services
Abstract Contemporary learning approaches have fewer structured learning activities and more self directed learning tasks guided through consultation with academics and tutors. Such tasks predominately follow a project and/or problem based learning (PBL) mantra where an individual student or a team of students is required to follow a freely guided road map to complete the tasks whilst simultaneously achieving desired learning outcomes for a particular course. However, many students struggle to adjust to such a learning environment where they are being increasingly encouraged to undertake self directed learning (SDL) activities. This paper utilises questionnaire survey approach to evaluate the SDL readiness factors and course learning outcomes for a large class of third year undergraduate civil engineering students at Griffith University, Australia. The results of the study showed that students with a higher grade point average (GPA) also typically had a higher SDL readiness; however learning outcomes achieved by the students from this PBL course were higher for those with a moderate GPA (i.e. 5 or credit average). This suggests that students performing moderately in their former fundamental engineering courses, had higher learning outcomes from this PBL course and higher achievers did not perceive to learn as much. A final overarching finding was that this course provided the necessary skills for students to confidently tackle PBL based courses in the future; undoubtedly the precursor for engineering graduate functions.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.aaee.com.au/conferences.html
Copyright Statement Copyright remains with the authors 2010. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
Conference name 21st Annual Conference of the Australasian Association for Engineering Education
Location Sydney, Australia
Date From 2010-12-05
Date To 2010-12-08
URI http://hdl.handle.net/10072/38205
Date Accessioned 2010-12-15
Date Available 2011-04-18T06:57:26Z
Language en_AU
Research Centre Centre for Infrastructure Engineering and Management
Faculty Faculty of Science, Environment, Engineering and Technology
Subject Science, Technology and Engineering Curriculum and Pedagogy
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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