Assessing readiness for self-directed learning

Thomas Litzinger, John Wise, Sang Ha Lee, Stefani Bjorklund

Research output: Contribution to journalConference article

30 Scopus citations

Abstract

Students' readiness for self-directed learning as they proceed through an undergraduate engineering program is discussed. Most courses that students take in the undergraduate engineering programs do not ask them to undertake tasks that increase their readiness for self-directed learning. A cross-sectional study of engineering students in their first through fourth years showed that students' rediness for self-directed learning was independent of their academic standing. No gender differences were presented in the cross-sectional study and the data exhibited and increase in SDLRS scores between a pre-test and post-test in capstone courses in Mechanical and Electrical Engineering.

Original languageEnglish (US)
Pages (from-to)7925-7934
Number of pages10
JournalASEE Annual Conference Proceedings
StatePublished - Dec 1 2003
Event2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States
Duration: Jun 22 2003Jun 25 2003

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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  • Cite this

    Litzinger, T., Wise, J., Lee, S. H., & Bjorklund, S. (2003). Assessing readiness for self-directed learning. ASEE Annual Conference Proceedings, 7925-7934.