Work in progress — Role of faculty in promoting lifelong learning: Initial findings
Abstract
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. Instructor support of students' self-directed learning (SDL) development relies on understanding and balancing these factors in the classroom. Engineering educators play a critical role in influencing outcomes related to SDL through their design of courses that support students' transitions from controlled to autonomous learning behaviors. This study will examine a variety of engineering courses and pedagogical approaches. Each will be characterized using instructor course information, recorded observations of instructorstudent and student-student interactions, student and instructor responses to surveys, and focus groups. Finally, the students' capacity for SDL will be measured using the Motivated Strategies for Learning Questionnaire. This approach should provide for rich, contextualized descriptions of what instructors and learners do, how instructors and students relate to each other, and how students view their classrooms. This work-in-progress paper will describe our initial work in this multiyear study.
Additional Information
© 2010 IEEE. Issue Date: 27-30 Oct. 2010. Date of Current Version: 23 December 2010. This work is supported by the US National Science Foundation under Grant Nos. EEC-0835884, EEC-0835889, EEC-0835901, and EEC-0835911.Attached Files
Published - Chen2010p131752010_Ieee_Frontiers_In_Education_Conference__Fie_.pdf
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Additional details
- Eprint ID
- 22974
- Resolver ID
- CaltechAUTHORS:20110318-113036646
- EEC-0835884
- NSF
- EEC-0835889
- NSF
- EEC-0835901
- NSF
- EEC-0835911
- NSF
- Created
-
2011-03-18Created from EPrint's datestamp field
- Updated
-
2021-11-09Created from EPrint's last_modified field
- Series Name
- Frontiers in Education Conference
- Other Numbering System Name
- INSPEC Accession Number
- Other Numbering System Identifier
- 11705141