Investigating Students’ Self-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes

Oenardi Lawanto; Harry B Santoso

Download Paper | Permalink

Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Novel Pedagogies 2
Tagged Division: Educational Research and Methods
Page Count: 12
Page Numbers: 23.829.1 - 23.829.12
DOI: 10.18260/1-2--19843
Permanent URL: https://peer.asee.org/19843
Download Count: 384

Request a correction

Paper Authors

biography

Oenardi Lawanto Utah State University

visit author page

Oenardi Lawanto is an assistant 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. 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.

visit author page

biography

Harry B Santoso Utah State University

visit author page

Harry B. Santoso is a faculty member at Faculty of Computer Science, University of Indonesia. He received a BS and MS from Universitas Indonesia (UI) in Computer Science. Before pursuing his Ph.D. program majoring Engineering Education at Department of Engineering 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.

visit author page

Download Paper | Permalink

Abstract

Investigating Students’ Self-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes AbstractMeasuring self-regulated learning (SRL) skills of engineering college students while usingenhanced guided notes (EGNs) promotes a better understanding of how students deal with note-taking activity. This study focused on students’ task interpretation and SRL strategies includingplanning, cognitive, monitoring, and regulating strategies while using EGNs in an electric-circuits course. The main objectives of this study were to (1) evaluate how students’ conceptualunderstanding on electric circuits was improved after using EGN; and (2) understand howstudents’ SRL strategy was changed after using EGNs. A better understanding of these issueswill specifically benefit engineering educators who encourage their students to take systematicnotes during lecture.Ninety-seven students enrolled in Fundamental Electronics for Engineers course at Utah StateUniversity participated in the study. A self-regulated learning survey instrument developedusing Butler and Cartier’s SRL model was used to capture students’ task interpretation and SRLstrategies. In addition, Holton’s AC/DC Circuits Concept Inventory was used to measurestudents’ conceptual understanding on AC/DC concepts. Participants were asked to completeboth surveys twice online, at the beginning and end of semester. While descriptive statisticswere used to evaluate how many students had improved their SRL strategies use after usingEGN, cluster analysis was also used to identify different SRL profiles among students. A seriesof Wilcoxon tests was conducted to measure students’ learning performance.Findings suggested that students showed improvement in their conceptual understanding at theend of semester. Forty-eight students (49.5%) showed improvement in their overall SRLstrategies use after using EGN. Three groups of students with three distinct SRL improvementlevels, namely High, In-between, and Low, were identified from cluster analysis. Furthermore,our findings revealed significant improvement in all SRL strategies for High group. In contrast,Low group reported significant declined in all SRL strategies. In-between group showedsignificant improvement in the use of planning, monitoring, and regulating strategies. Thisarticle will also discuss the limitations and suggestions for further work on this study.Keywords: Electric circuit concepts, enhanced guided notes, self-regulated learning

Citation
Format

Lawanto, O., & Santoso, H. B. (2013, June), Investigating Students’ Self-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19843

TY  - CPAPER
AB  -    Investigating Students’ Self-Regulated Learning While Learning Electric                Circuit Concepts with Enhanced Guided Notes                                            AbstractMeasuring self-regulated learning (SRL) skills of engineering college students while usingenhanced guided notes (EGNs) promotes a better understanding of how students deal with note-taking activity. This study focused on students’ task interpretation and SRL strategies includingplanning, cognitive, monitoring, and regulating strategies while using EGNs in an electric-circuits course. The main objectives of this study were to (1) evaluate how students’ conceptualunderstanding on electric circuits was improved after using EGN; and (2) understand howstudents’ SRL strategy was changed after using EGNs. A better understanding of these issueswill specifically benefit engineering educators who encourage their students to take systematicnotes during lecture.Ninety-seven students enrolled in Fundamental Electronics for Engineers course at Utah StateUniversity participated in the study. A self-regulated learning survey instrument developedusing Butler and Cartier’s SRL model was used to capture students’ task interpretation and SRLstrategies. In addition, Holton’s AC/DC Circuits Concept Inventory was used to measurestudents’ conceptual understanding on AC/DC concepts. Participants were asked to completeboth surveys twice online, at the beginning and end of semester. While descriptive statisticswere used to evaluate how many students had improved their SRL strategies use after usingEGN, cluster analysis was also used to identify different SRL profiles among students. A seriesof Wilcoxon tests was conducted to measure students’ learning performance.Findings suggested that students showed improvement in their conceptual understanding at theend of semester. Forty-eight students (49.5%) showed improvement in their overall SRLstrategies use after using EGN. Three groups of students with three distinct SRL improvementlevels, namely High, In-between, and Low, were identified from cluster analysis. Furthermore,our findings revealed significant improvement in all SRL strategies for High group. In contrast,Low group reported significant declined in all SRL strategies. In-between group showedsignificant improvement in the use of planning, monitoring, and regulating strategies. Thisarticle will also discuss the limitations and suggestions for further work on this study.Keywords: Electric circuit concepts, enhanced guided notes, self-regulated learning
AU  - Oenardi Lawanto
AU  - Harry B Santoso
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Investigating Students’ Self-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes
UR  - https://peer.asee.org/19843
DO  - 10.18260/1-2--19843
ER  -