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Despite the recognized importance of self-directed and lifelong learning for today's graduates, the processes by which learners become self-directed, and the roles that pedagogy and learning climate play in these processes, remain unclear. To better understand students' growth as lifelong learners, we conducted a two-year pilot study of engineering students at two institutions. The study approach...
The low-cost intrinsic motivation (IM) course conversion project is an effort to create a new system of course design that focuses on creating scalable and sustainable courses that emphasize promoting students' IM to learn. Unlike many course design methods such as idea-based learning, project- or problem-driven learning, or “flipped” classrooms, which first ask, “How do we help students learn X better,”...
Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two...
The type of motivation that a student evinces can shape such outcomes as academic engagement, performance, and satisfaction. In this paper we explore student motivation using cluster analysis, a quantitative method that has been proven useful in examining group-based motivational profiles within academic settings. We apply a range of clustering techniques to a data set comprising motivational survey...
Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning...
Calls for educational reform emphasize the need for student-centered learning approaches that foster lifelong learning. To be a lifelong learner includes characteristics consistent with those of self-directed learners, such as being curious, motivated, reflective, analytical, persistent, flexible, and independent. Educational research has shown that the building of these aptitudes involves a complex...
Curriculum reform is a complex process. It is commonplace to focus on the proposed content of curricular change, and certainly effective change requires a well-conceived core. Yet the factors leading to successful curricular reform extend far beyond the content and organizational structure of the new curriculum. In this special session, we will use a case-based approach to examine threats to the success...
Curriculum development efforts often focus on delineating content within associated constraints: "how can I/we best design a course to cover a set of topics in the time available?". Such an approach is clearly productive, but it can easily lose sight of the people involved and their values. In this interactive session, we explore the importance of being explicit about the people participating...
The literature consistently reports that students express some degree of discomfort when they are thrown into self-directed learning environments. In this paper, we present the preliminary results of an investigation of the causes of student discomfort in several different self-directed project-based courses. Our results suggest that student motivation and opportunities for the development of deep...
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