Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic
Publication: Journal of Civil Engineering Education
Volume 150, Issue 2
Abstract
At the onset of the COVID-19 pandemic, The Citadel transitioned from a face-to-face to an emergency online modality. We conducted a study to track changes in self-directed learning readiness (SDLR) among engineering students during the Spring 2020 semester, including trends based on demographic, performance, and cognitive load factors. SDLR was measured using the Self-Directed Learning Readiness Scale (SDLRS). Cognitive load was measured as perceived workload across dimensions of mental demand, temporal demand, effort, frustration, and performance using the Task Load Index (TLX). Participants also provided written narratives on learning strategies used during emergency online instruction and/or participated in focus groups. Among 206 undergraduate engineering students, we observed a small but significant increase in SDLR. The academic year may have been an important factor impacting student development during the pandemic, with first- and second-year students showing greatest gains in SDLRS scores. Participants who indicated gains in SDLRS scores generally reported higher perceived workload and increase in a moderate number of workload dimensions. Participants with gains in SDLRS scores reported lower temporal demand, which aligned with written narratives of improved personal organization and time management skills. While the rapid switch to emergency online learning was a source of frustration, the unusual disruption may have provided students with an opportunity to develop SDLR. As few prior engineering education interventions yielded a significant increase in SDLRS scores, we propose that planned online learning experiences may be strategically designed to encourage development of SDLR.
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Data Availability Statement
All data that support the findings of this study are available from the corresponding author upon reasonable request. Participants’ SDLRS responses and written strategies developed during emergency online learning are available; however, the corresponding author reserves the right to withhold any demographic or otherwise identifiable participant information.
Acknowledgments
This material is based upon work supported by the National Science Foundation under Grant No. 2027637: RAPID: Impacts of Unprecedented Shift to Online Learning on Students’ Cognitive Load and Readiness for Self-Directed Learning. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Information & Authors
Information
Published In
Journal of Civil Engineering Education
Volume 150 • Issue 2 • April 2024
Copyright
© 2023 American Society of Civil Engineers.
History
Received: Jan 18, 2023
Accepted: Jun 28, 2023
Published online: Dec 13, 2023
Published in print: Apr 1, 2024
Discussion open until: May 13, 2024
ASCE Technical Topics:
- Business management
- Colleges and universities
- Computer networks
- Computing in civil engineering
- Design (by type)
- Disaster preparedness
- Disaster risk management
- Education
- Emergency management
- Engineering education
- Engineering fundamentals
- Epidemic and pandemic
- Internet
- Load factors
- Practice and Profession
- Public administration
- Public health and safety
- Structural design
- Students
- Undergraduate study
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