June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.895.1 - 23.895.9
Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation StrategiesThe pace of technological change is ever increasing. In one hundred years, we went fromhorse and buggies to space travel; from cross-country mail that required weeks toinstantaneous communication by electronic means; from outhouses and hand-pumpedwells to sophisticated sanitation and water systems, nationwide. If history is a guide, thenext one hundred years will produce even more incredible technological advances. Onething is certain—engineering graduates of today must be prepared for a lifetime oflearning and adaptation.This project aims to advance personalized learning by helping students to understand andregulate their own learning. The project is designed to equip our students with theknowledge, skills, and attitudes of self-directed lifelong learning. Earlier research onlearning styles, motivation, self-regulated learning, and lifelong learning serves as thefoundation for this project. Strategies for achieving the intended student learningoutcomes include:• Develop online learning modules that i) give students first hand experience of the influence of learning style and motivation on learning; ii) present tutorials on metacognition and motivation;• Implement a course construction activity in which students create learning materials appropriate for their preferred learning style on a relevant course topic of their choosing;• Implement a research design that deploys the modules and course construction activity in selected sections of two courses such that the effect of multiple versus single exposures is assessed.We have developed and tested the online modules on learning styles and motivation. Theposter will describe the elements of the modules. Prior to testing the effectiveness of themodules, we gathered baseline data from sophomore and junior students on hemisphericbrain dominance and from senior students on self-directed learning strategies.Approximately 200 students have now taken the modules. We will show how the modulehas affected lifelong learning readiness and discuss plans for future moduleimprovements.
Miller, M., & De Clerck, J. P., & Sorby, S. A., & Roberts, L. M., & Endres, W. J., & Hale, K. D. (2013, June), Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation Strategies Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22280
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