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Integrating Self-Regulated Learning Instruction in a Digital Logic Course

Abstract

Self-Regulated Learning (SRL) involves self-monitoring and self-correction of three components of learning: motivation, behavior, and cognition. Abundant research has supported that optimal academic performance is strongly tied to the extent to which the learner uses SRL. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. Thus, teaching students self-regulatory skills in addition to subject-matter knowledge is one of the major goals of education. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learners are purposive and goal-oriented, incorporating and applying a variety of strategies to optimize their academic performances. However, the application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self awareness. This paper describes the development of the instructional strategy and its implementation plan, which integrates the SRL model through two instructional strategies (Direct Instruction and Immersion Instruction) into the Digital Logic course. The outcomes of the implementation are provided and discussed.

1. Introduction

According to national statistics, the number of bachelor-degree holders in Engineering and Technology (E&T) declined by 5% over the last decade. Only 5.6 % of the bachelor-degree awardees were from E&T in 20041. Based on the experience of working with students and the discussion among faculty members reveals that most of those students, who left the engineering and technology programs, possess the ability for achieving the required performance to succeed in the program. The specific reasons that resulted in their failing or dropping out are: (1) lack of motivation and interest in learning technology; (2) lack of good learning habits, strategies and efforts in their studies; and (3) lack of association with other engineering/technology students and faculty for seeking support. Most of the engineering/technology courses focus mainly on disciplinary topics. Little attention is given to help students develop cognitive skills that can effectively regulate learning efforts. Students who failed in their studies may attribute their failures to lack of ability in learning rather than a lack of effective use of strategies. They may quit from engineering and technology programs due to frustrations from their setback in learning. In addition, these courses lack instructional strategies to motivate those students who stay in the programs. Furthermore, possessing learning motivation and self-confidence is a critical prerequisite for students to apply effective strategies, persist in their effort, and eventually succeed in learning engineering and technology. Particularly, as students from minority groups are interested in E&T learning, the challenge is to believe they can succeed, as well as support and nurture their interest2. Thus, there is an imperative need to adapt and develop new instructional strategies that

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Shih, H., & Zheng, W., & Pei, T., & Skelton, G., & Leggette, E. (2010, June), Integrating Self Regulated Learning Instruction In A Digital Logic Course Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15735