期刊
EUROPEAN JOURNAL OF ENGINEERING EDUCATION
卷 32, 期 4, 页码 453-465出版社
TAYLOR & FRANCIS LTD
DOI: 10.1080/03043790701337197
关键词
Self-directed learning; Project-based learning; Engineering management; International students
Modern learning approaches increasingly have fewer structured learning activities and more self-irected learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes.
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