scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics

2009 ◽  
Vol 8 (4) ◽  
pp. 283-290 ◽  
Author(s):  
Jinlu Wu
Keyword(s):  
Molecular Genetics ◽  
Undergraduate Students ◽  
Cognitive Skills ◽  
First Year ◽  
Continuous Assessment ◽  
Self Directed Learning ◽  
Traditional Role ◽  
Research Article ◽  
Directed Learning ◽  
Ca Model

Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students’ CA scores indicated that the majority could answer correctly all the questions. Students’ feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning.

scholarly journals Student-led seminar as a teaching learning technique to introduce first year medical undergraduate students to self-directed learning

2021 ◽  
Vol 8 (2) ◽  
pp. 59-63
Author(s):  
Niket Verma ◽  
Navita Aggarwal ◽  
Harsimranjit Singh
Keyword(s):  
Undergraduate Students ◽  
First Year ◽  
Learning Method ◽  
Self Directed Learning ◽  
Case Scenario ◽  
Medical Undergraduate ◽  
Learning Technique ◽  
Directed Learning ◽  
Teaching Learning ◽  
Medical Undergraduate Students

: Student-led seminar (SLS) is an interactive peer-led teaching learning method which offers several advantages for both the student learners and the student tutors including helping the learners to develop self-directed learning (SDL) skills. The aim of this study was to analyze the perception of first year medical undergraduate students towards a recently conducted SDL module in Anatomy utilizing student-led seminars as the teaching learning technique. Participation in the study was voluntary and all 100 first year students consented to participate in the study. Informed consent was taken from the participants. The module was implemented across 2 sessions. In session 1, a clinical case scenario on Shoulder Joint was discussed. Students were then asked to identify knowledge gaps and brainstorm in small groups to formulate the learning objectives. Session 2 was conducted as a student-led seminar after a 6-day gap. Student perception was then obtained using a Google Forms based questionnaire.: Thematic analysis was conducted for the responses. Major themes that emerged were that the participants learnt, enjoyed and felt motivated. Students appreciated the role played by the facilitators in guiding them and some of the respondents wanted to take up leadership roles for their teams in future sessions. As medical educators, we should not only encourage the acquisition of SDL skills by the learners but also provide a conducive environment for self-directed learning. To our experience the student-led seminar can be an excellent teaching-learning method for incorporating SDL skills among undergraduate medical learners.

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

scholarly journals IDENTIFYING HIGHER EDUCATION FIRST-YEAR STUDENTS REPORTED EXPERIENCES STUDYING DURING THE PANDEMIC

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Sanna Ruhalahti ◽  
Teija Lehto ◽  
Susanna Saarinen ◽  
Leena Katto
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Well Being ◽  
First Year ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
First Year Students ◽  
Educational Challenge ◽  
Directed Learning

<p>The pandemic situation is having been a challenge for many students. The students starting their higher education at the beginning of 2021 were facing a new kind of educational challenge due to the Covid-19 pandemic. The purpose of this study was to gain insights into first-month studies during the exceptional times. The focus was on Finnish higher education first-year students’ (n=154) reported studying experiences during the COVID-19 pandemic. The participants were bachelor’s degree students who started their higher education studies in January 2021 in the middle of the exceptional pandemic situation caused by COVID-19. Studies during their first months have mainly been organised online, and there have been specific restrictions related to study arrangements. The study used an inductive content analysis to find out the positive and negative impacts of studying during exceptional times. The data for this study was drawn from an online questionnaire. The results indicated that students’ own resources and capacity played an important role in terms of positive or negative study experiences: good study motivation, good distance-learning skills, and self-directedness helped to cope with the exceptional situation, while insufficient distance-learning skills or challenges in self-direction caused difficulties and dissatisfaction among other students. Whereas, teachers’ digital pedagogical skills play a significant role, as the results of this study indicated. In addition, to teaching and learning activities, higher education institutions need to reflect on how student services, counselling, and peer support can be provided remotely. The findings of this study suggest that it is important to pay attention to students’ well-being and self-directed learning skills in digital learning communities and environments. In addition, the study it´s part suggests strengthening teachers’ competencies related to digital pedagogical competencies together with workload allocation and study scheduling. Also, there are a need to deepen learning community building and self-directed learning skills as a part of pedagogical support.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals STUDENT AND FACULTY EXPERIENCE WITH BLENDED LEARNING IN A FIRST-YEAR CHEMISTRY FOR ENGINEERS COURSE

2018 ◽  
Author(s):  
Eline Boghaert ◽  
Jason Grove ◽  
Marios Ioannidis ◽  
Felicia Pantazi ◽  
Mary Power
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Learning Model ◽  
First Year ◽  
Self Directed Learning ◽  
Traditional Lecture ◽  
Course Content ◽  
Directed Learning ◽  
And Performance ◽  
The University

 Abstract CHE 102, Chemistry for Engineers, is an introductory chemistry course taken by most engineering students at the University of Waterloo during their first term of study. In an effort to create time for more valuable instructor-student interaction and to allow students to explore course content at their own pace, some lecture sections piloted a blended learning model for approximately half the Fall 2016 term. Data from surveys administered throughout the term were combined with course grade data in an effort to compare and contrast student experience, satisfaction and performance between a blended learning and traditional lecture model of instruction. While the results from the Fall 2016 study are inconclusive due to challenges with survey administration and implementing the blended learning model, lessons were learned with respect to the readiness of the students for self-directed learning and the integration of the online and in-class components. We plan on continuing this study during the Fall 2017 term.

scholarly journals THE “ENGINEERS HAVE FEELINGS” PROJECT: INTEGRATING MENTAL WELLNESS AND LIFELONG LEARNING SKILLS IN FIRST-YEAR UNDERGRADUATE ENGINEERING COURSES

2020 ◽  
Author(s):  
Robyn Paul ◽  
Destiny Dedemus ◽  
Melissa Boyce ◽  
Kim Johnston
Keyword(s):  
Lifelong Learning ◽  
Undergraduate Students ◽  
Academic Engagement ◽  
Engineering Students ◽  
Mental Wellbeing ◽  
First Year ◽  
Learning Skills ◽  
Curricular Intervention ◽  
Undergraduate Engineering ◽  
Mental Wellness

To address an identified need for programming that helps Engineering students to develop skills in coping, resilience, and lifelong learning, we designed, implemented, and reflected on the effectiveness of a curricular intervention on Engineering students’ mental wellbeing, academic engagement and achievement, and perceptions of support. This intervention has implications for the development of a model of the curricular components necessary to benefit undergraduate students’ academic engagement, success, and perceptions of student support. It may also be used to inform curriculum development across many university programs. 

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