In general, lifelong learning can occur in two modes: formal and informal. Formal (or directed) modes include university courses or corporate training, whereas the informal modes, which occur naturally as part of learning to accomplish work tasks, are "self-directed." The work presented in this paper focuses on assessment related to students' ability to engage in self-directed learning and some early attempts at course enhancement to allow students to develop their abilities to engage in self-directed learning. The Self-directed Learning Readiness Scale (SDLRS) is used to assess of readiness for self-directed learning. In a preliminary study, this instrument was administered to approximately 60 senior engineering students to investigate the extent to which it correlated with academic performance as indicated by grade-point average. In a second study, the SDLRS is being taken by randomly selected first-year, sophomore, junior, and senior engineering students to determine how the readiness for engaging in self-directed learning changes during their engineering studies. Finally, two new, problem-based learning courses were implemented to enhance students' learning as well as their readiness for self-directed learning. The students were given the SLDRS as a pre-test and post-test to determine whether the new courses enhanced their readiness for self-directed learning. These two new courses are briefly described and the results of the assessment are presented.
|Original language||English (US)|
|Number of pages||9|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2001|
|Event||2001 ASEE Annual Conference and Exposition: Peppers, Papers, Pueblos and Professors - Albuquerque, NM, United States|
Duration: Jun 24 2001 → Jun 27 2001
All Science Journal Classification (ASJC) codes