Self-directed learning development in PBL engineering students

• Autores: R. Ulseth, Bart Johnson
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. Extra 3, 2017, págs. 1018-1030
• Idioma: inglés
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• Resumen

  • PBL is recognized as a model for learner-centered education. A goal of PBL is the performance of self-directed learning bythe students during the solution of the problem. A recognized outcome of engineering undergraduate programs is thedevelopment of knowledge and skills necessary for the performanceof lifelong learning; in other words, the developmentofself-directed learning abilities. This article explores the development of self-directed learning abilities by engineeringstudents in a PBL curriculum. It aims to characterize how graduates understand and utilize self-directed learning at thejuncture where they will be entering engineering practice. 27 participants were interviewed. All were at the end of theirundergraduate PBL curriculum in the Iron Range Engineering program (Minnesota, U.S.). Open-ended interviews wereconducted to explore the utilization of learning elements by the participants in their acquisition of technical knowledge.Interviews were transcribed verbatim and analyzed through multiple readings and the use of NVivo. Elements of self-directed learning were identified using the words and descriptions of the participants. Using their descriptions ofinteractions of the elements, a composite model of self-directed learning was developed. Learning theory from Illerisand the American Psychological Association are used to underpin the composite model. The outcome of the study is theinsight into how PBL provides implicit development of self-directed learning abilities. This knowledge has potential valueto curriculum decision makers considering the implementation of PBL, as well as to curriculum designers who woulddevelop such curricula. The model itself has the potential for explicit instruction of self-directed learning.