Self-Directed Learning Readiness among Engineering Students during Emergency Online Instruction
Self-Directed Learning Readiness among Engineering Students during Emergency Online Instruction
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DOI：
10.1109/fie49875.2021.9637313
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发表时间：
2021-10
期刊：
影响因子：
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通讯作者：
M. Watson;E. Barrella;K. Skenes
中科院分区：
文献类型：
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作者：
M. Watson;E. Barrella;K. Skenes
正在进行的工作：在COVID-19大流行的最初几个月，美国许多高等教育机构迅速过渡到紧急在线学习。在Citadel，一所住宿军事学院，有额外的退伍军人/现役军人和大学转学生，在大流行之前，本科工程课程完全通过面对面教学进行。因此，在疫情期间改变教学模式对我们的学生来说是一种全新的体验。我们假设，学生可能会发展改善自我导向的学习准备，由于需要在新的和不断变化的课程模式管理学习。在这项研究中，我们提出了自我导向的学习准备在我们的本科工程专业学生的变化，通过自我导向的学习准备量表测量，在2020年春季学期的紧急在线教学的开始和结束。一般来说，SDLRS分数增加在六个星期的紧急在线指令。然而，大三学生是唯一一个在自我导向学习准备方面没有收获的学术类。有趣的是，我们早些时候发现，在2020年春季学期，大三学生的认知负荷维度比其他学术课程增加了。我们目前正在分析定性数据和SDLRS分数收集在随后的学期，以更好地了解自我导向学习准备和认知负荷的发展之间的关系。
Work-In-Progress: In the early months of the COVID-19 pandemic, many higher education institutions in the United States rapidly transitioned to emergency online learning. At The Citadel, a residential military college with additional veteran/active duty and college transfer populations, undergraduate engineering courses before the pandemic were administered solely through face-to-face instruction. As such, changing modalities during the pandemic were a very new experience for our students. We hypothesized that students might develop improved self-directed learning readiness due to the need to manage learning in new and changing course modalities. In this study, we present changes in self-directed learning readiness among our undergraduate engineering students, as measured by the Self-Directed Learning Readiness Scale, at the beginning and end of emergency online instruction during the Spring 2020 semester. Generally, SDLRS scores increased during six weeks of emergency online instruction. However, juniors were the only academic class who did not experience gains in self-directed learning readiness. Interestingly, we earlier found that juniors experienced an increase in more cognitive load dimensions than other academic classes during the Spring 2020 semester. We are currently analyzing qualitative data and SDLRS scores collected in subsequent semesters to better understand the relationship between development of self-directed learning readiness and cognitive load.