Paper Authors

Abstract

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Nontraditional Learning Environments: Do They Prepare Our Students for Life-Long Learning? D. DiBiasio, Department of Chemical Engineering and S. Jiusto, Interdisciplinary and Global Studies Division Worcester Polytechnic Institute

Abstract Recent research indicates that traditional academic structures may not promote learning consistent with self-directed learning.1,2 This work investigated whether Worcester Polytechnic Institute’s (WPI) nontraditional interdisciplinary projects program increased readiness for life- long learning (LLL) and self-directed learning (SDL) using three methods: a calibrated, validated instrument called the Self-Directed Learning Readiness Scale (SDLRS); a nationally normed and calibrated course evaluation system called the IDEA system; and an internally designed student project quality assessment protocol.

The SDLRS showed a small positive, but not statistically significant, increase in SDL readiness amongst a study abroad cohort. The IDEA system, however, showed study abroad students reporting significantly greater progress in LLL-related skills than did national and local comparison groups. The internal project evaluation found study abroad students consistently outscored on-campus project students on another LLL measure. These mixed results indicate interesting differences and yet unresolved issues in testing preparation for LLL.

Background Most engineering schools, including WPI, have academic goals that include preparation for life- long learning. Nontraditional academic experiences claim to support preparation for LLL. However, evidence is largely anecdotal or superficial.

LLL “suddenly” became part of engineering education when ABET included it as one of the desired learning outcomes. Most schools have had trouble defining it, and nearly all have trouble measuring it. Many have resorted to outcomes descriptors that relate to information finding abilities, elective course decisions, and participation in professional societies. Despite these outcomes being desirable they are somewhat superficial, low-level abilities. Other methods to probe LLL involve using post-graduation paths and career choice data that are obtained by alumni surveys with low response rates. A rigorous approach says that LLL can’t be measured until someone has actually had a life. At present, the best we can do in undergraduate education is to place students in learning environments conducive to developing LLL-related skills, while investigating alternative methods for assessing whether in fact these measures are effective.

The literature clearly indicates that preparation for LLL really includes some complex, deep learning issues. Its definition is much broader than simple information gathering traits. Very often the term “self-directed learning” is used. Oliver suggests LLL is self-actualized learning demonstrated through continuous personal development.3 Brockett and Hiemstra suggest that

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education.

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Jiusto, S., & DiBiasio, D. (2005, June), Nontraditional Learning Environments: Do They Prepare Our Students For Life Long Learning? Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14435