Board # 83 : Students’ Self-Regulation in Senior Capstone Design Projects

Oenardi Lawanto; Andreas Febrian

Download Paper | Permalink

Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 8
DOI: 10.18260/1-2--27937
Permanent URL: https://peer.asee.org/27937
Download Count: 490

Request a correction

Paper Authors

biography

Oenardi Lawanto Utah State University

visit author page

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

visit author page

biography

Andreas Febrian Utah State University - Engineering Education

visit author page

He received his bachelor and master degree in computer science (CS) from Universitas Indonesia, one of the top university in Indonesia. He was an active student who involved in various activities, such as research, teaching assistantship, and student organizations in the campus. He developed various CS skills through courses and research activities, especially in computer architecture, robotics, and web development. Through being a teaching assistant and joining student organizations, he developed an interest in psychology and Affective Computing. Currently, pursuing the Doctoral degree in Engineering Education at Utah State University with focuses in self-regulated learning in engineering design.

visit author page

Download Paper | Permalink

Abstract

Self-regulation is defined broadly as a complex repository of knowledge and skills for planning, implementing, monitoring, evaluating, and continually improving the learning process. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving particularly when unraveling ill-structured problems such as engineering design. The major aim of this five-year research project is to study the self-regulated learning (SRL) activities of college seniors engaged in a capstone engineering design project. This project is grounded in Butler and Cartier’s SRL model, which describes the interplay between affect, motivation, cognition, and metacognition within academic engineering design activities. Dym & Little’s design process model was also used as sensitizing theoretical framework. Specific objectives of the research activities in this project are to (1) Build research protocols and tools to be used to study student self-regulation; (2) Describe the self-regulation strategies in which students engage during engineering design processes and project management; (3) Strengthen educational practices through the development of activities to communicate the role of self-regulation in design to engineering educators and students. At the present time, the project has successfully completed the first two objectives. The 127-item Engineering Design Metacognitive Questionnaires (EDMQ), which assess student’s self-regulation while engaged in an engineering design project, was developed, field-tested, and used. Web-based engineering design notebook (eJournal or eJ) was also designed, developed, and used for students archived and organized their project tasks and design outcomes. At the same time, eJ was used to collect valuable qualitative complementing quantitative data collected from EDMQ about students’ self-regulation while solving their design tasks. Our preliminary findings suggested that students focused most consistently on task interpretation than other self-regulatory strategies particularly during design. It was also found that students lacked awareness of the essential need to develop a method to assess the design deliverables. Self-regulation gaps found during early design phases and as the design process progressed, a more balanced self-regulation pattern was more apparent. Strengths and gaps in the cognitive strategies applied during the design project were also uncovered. At this present time, qualitative data analyses are not yet finished. Moreover, a teaching guide and workshop to strengthen engineering design practices by promoting the role of self-regulation to engineering educators and students are currently developed.

Citation
Format

Lawanto, O., & Febrian, A. (2017, June), Board # 83 : Students’ Self-Regulation in Senior Capstone Design Projects Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27937

TY - CPAPER
AB - Self-regulation is defined broadly as a complex repository of knowledge and skills for planning, implementing, monitoring, evaluating, and continually improving the learning process. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving particularly when unraveling ill-structured problems such as engineering design. The major aim of this five-year research project is to study the self-regulated learning (SRL) activities of college seniors engaged in a capstone engineering design project. This project is grounded in Butler and Cartier’s SRL model, which describes the interplay between affect, motivation, cognition, and metacognition within academic engineering design activities. Dym &amp; Little’s design process model was also used as sensitizing theoretical framework. Specific objectives of the research activities in this project are to (1) Build research protocols and tools to be used to study student self-regulation; (2) Describe the self-regulation strategies in which students engage during engineering design processes and project management; (3) Strengthen educational practices through the development of activities to communicate the role of self-regulation in design to engineering educators and students. At the present time, the project has successfully completed the first two objectives. The 127-item Engineering Design Metacognitive Questionnaires (EDMQ), which assess student’s self-regulation while engaged in an engineering design project, was developed, field-tested, and used. Web-based engineering design notebook (eJournal or eJ) was also designed, developed, and used for students archived and organized their project tasks and design outcomes. At the same time, eJ was used to collect valuable qualitative complementing quantitative data collected from EDMQ about students’ self-regulation while solving their design tasks. Our preliminary findings suggested that students focused most consistently on task interpretation than other self-regulatory strategies particularly during design. It was also found that students lacked awareness of the essential need to develop a method to assess the design deliverables. Self-regulation gaps found during early design phases and as the design process progressed, a more balanced self-regulation pattern was more apparent. Strengths and gaps in the cognitive strategies applied during the design project were also uncovered. At this present time, qualitative data analyses are not yet finished. Moreover, a teaching guide and workshop to strengthen engineering design practices by promoting the role of self-regulation to engineering educators and students are currently developed.
AU - Oenardi Lawanto
AU - Andreas Febrian
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - Board # 83 : Students’ Self-Regulation in Senior Capstone Design Projects
UR - https://peer.asee.org/27937
DO - 10.18260/1-2--27937
ER -