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ENHANCING STUDENT LEARNING AND PROBLEM SOLVING SKILLS THROUGH SELF-REGULATED LEARNING ASSESSMENT FOR COMPUTER ENGINEERING Introduction

The research reported in this paper reflects an effort to enhance student self-awareness and to self-regulate their learning in a Special Topics Course taught during the fall semester at Jackson State University. The students were introduced to the concepts of software engineering, systems engineering and problem solving in support of a semester level project based upon small team dynamics. Emphasis was placed on monitoring the students’ feedback on a number of issues related to self-regulated learning concepts of motivation, study techniques, self awareness and metacognition. The primary purpose of the research was to attempt to understand and mentor junior and senior level students in computer engineering in regard to their learning and study strategies and habits. Furthermore, the research provided insight into how the curriculum could be improved at the freshman and sophomore levels that would foster student success and retention.

Self-Regulated Learning – Overview

Self-regulated learning focuses on the development of set of skills that aid the student in managing his/her own learning and study skills. In particular, the student learns to evaluate their own study and learning strategies, to evaluate and implement critical thinking and to regulate their learning environments outside of the classroom1. Certainly, many students come to the university without adequate study experience or not having been introduced to self-regulated learning concepts. In fact, it has been my experience in teaching both freshmen in a university success course and upper class students in computer engineering courses, that their study and learning skills are often based on ad hoc processes centered on assignments and examinations and the mimicking of their peers, not always with success. Peer emulation has its pros and cons, particularly if the student identifies with the wrong set of peers, those students who have not developed a strong sense of self and have not developed an organized, productive set of study skills.

Researchers and educators recognize the important issues surrounding the concept of self- regulated learning2,3. The characteristics of self-regulated learning focus on the ability of the individual to employ a series of cognitive skills which include the use of repetitive learning techniques, organizational skills focusing on information and time management, and the ability to acquire, enhance and recover critical information. Each of these individual skills is essential to the success of the university student, in particular when being introduced to new topics and information built upon previous courses and experiences.

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Skelton, G., & Zheng, W., & Shih, H., & Leggette, E., & Pei, T. (2010, June), Enhancing Student Learning And Problem Solving Skills Through Self Regulated Learning Assessment For Computer Engineering Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16442