Work in progress: How do first-year engineering students develop as self-directed learners?

Abstract

Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as selfdirected learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of firstyear students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.