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A Preliminary Study of Conducting Semi-Structured Interview as Metacognitive Assessment in Engineering Design: Issues and Challenges

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

DEED Poster Session

Tagged Division

Design in Engineering Education

Page Count


Page Numbers

22.87.1 - 22.87.10



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Paper Authors


Harry B. Santoso Utah State University

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Harry B. Santoso received a B.S. and M.S. from Universitas Indonesia (UI) in Computer Science. Before pursuing his Ph.D. program majoring Engineering Education at Department of Engineering and Technology Education, Utah State University, he taught some courses at UI (e.g., computer-assisted instruction and multimedia technique). He has been an administrator of e-Learning system for several years in his department and university. He is also a member of E-School for Indonesia (Esfindo) research group that has main objective to promote a wide-access Internet-based e-Infrastructure for K-12 education. His research interest includes learning personalization, cognition and metacognition, multimedia content, e-Learning standardization, and distance learning.

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Raymond E. Boyles Utah State University

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Raymond Boyles attended California University of Pennsylvania, where he received two degrees: B.A. in Information Science: and a M.S. in Technology Education. He also attended Pittsburgh Institute of Aeronautics where he received an Associate degree in Avionics. He has professional experience as an engineering assistant, computer programmer, and a Robotics instructor, as well as volunteer experience as a teacher, advisor, peer counselor, and a special needs coordinator. He has been involved in the International Technology Education Association and T.E.A.C. His current interest involves robotics, education and student motivation with curriculum development. His goal is to design a robotics based system that allows all to achieve their educational goals with enjoyment.

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Oenardi Lawanto Utah State University

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Oenardi Lawanto received his B.S.E.E. from Iowa State University, M.S.E.E. from the University of Dayton, and Ph.D. from the University of Illinois at Urbana-Champaign.
Currently, he is an assistant professor in the Department of Engineering and Technology Education at Utah State University. Before coming to Utah State, Dr. Lawanto taught and held several administrative positions at one large private university in Indonesia. In his years of teaching experiences in the area of electrical engineering, he has gained new perspectives on teaching and learning. He has developed and delivered numerous workshops on student-centered learning and online-learning-related topics during his service in Indonesia. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.

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Wade H. Goodridge Utah State University

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Dr. Wade Goodridge, Principal Lecturer in the Department of Engineering and Technology Education at Utah State University instructs Solid Modeling, CAD, Introductory Electronics, Surveying, and Introductory Engineering courses at the Brigham City Regional Campus. Wade has has been teaching for the Utah State college of Engineering for more than eight years. He holds duel B.S. degrees in Industrial Technology Education and Civil Engineering from Utah State University, as well as an M.S. and Ph.D. in Civil Engineering from Utah State University. His research interests include metacognitive processes and strategies involved in engineering design using Solid Modeling, learning style impacts upon hybrid synchronous broadcast engineering education, and team teaching in broadcast environments.

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A Preliminary Study of Conducting Semi-Structured Interview as Metacognitive Assessment in Engineering Design: Issues and ChallengesAbstractExploring metacognitive skills in students’ engineering design activities is important to betterunderstand how the students deal with problem solving. This understanding will benefit thestudents, engineering educators, and curriculum developers. Researchers realize thatmetacognitive assessment is a complex endeavor that suggests the need of using datatriangulation protocols. A mixed methods approach to research is also needed to gathercomprehensive and valid information about student metacognition. Among many other datacollection methods, the semi-structured interview is a widely used method. The semi-structuredmethod offers high flexibility and interaction while providing a consistant framework forinterviews. The objectives of this preliminary study were to investigate students’ activities thatreflect their metacognition, and to suggest what kind of preparation a researcher shouldundertake during a semi-structured interview.Engineering Graphics (MAE 1200) students (n = 4) at the College of Engineering, Utah StateUniversity, participated in this preliminary study. Butler and Cartier’s Self-Regulated Learningmodel was used to frame interview questions. Two graduate students in the Department ofEngineering and Technology Education conducted interview sessions to assess the participant’stask interpretation, strategies, monitoring activities, and judgment about their design at the earlyand final stages of a design project. Participant responses were categorized and tabulatedaccording to interview questions. The results suggest that there was a change in taskinterpretation and strategies during engineering design activity. Monitoring activities wereinfluenced by time constraint and software utilization to finish the design task. Most participantswere satisfied with their design result. In addition, issues and challenges as well as suggestionsfor conducting semi-structured interview are discussed in the paper.

Santoso, H. B., & Boyles, R. E., & Lawanto, O., & Goodridge, W. H. (2011, June), A Preliminary Study of Conducting Semi-Structured Interview as Metacognitive Assessment in Engineering Design: Issues and Challenges Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17369

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