Prompted Self-Regulated Learning Assessment and Its Effect for Achieving ASCE Vision 2025
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 143, Issue 2
Abstract
The new ASCE Vision and Body of Knowledge embraces the attitude toward and skills of lifelong learning, indicating the need of acquiring self-regulated learning (SRL) skills. Although civil engineering education has primarily focused on instilling technological knowledge to students, less attention has been paid toward offering deliberate training for nurturing such required high-order skills based on how people learn. This paper introduces the theoretical construct of SRL and the effective pedagogies of cultivating SRL skills from educational research findings, presents a novel instructional framework and its procedures to support students’ SRL skill development, and reports its implementation outcomes in civil engineering curricula at a minority-serving institution. The key instructional strategy is to integrate the prompted self-assessment with the course learning tasks into the students’ learning processes. Its effect has been evaluated through the feasible assessment practice. Assessment results reveal that the presented framework may benefit students’ learning performance, and the majority of students perceived the importance of SRL skills and were interested in developing SRL skills. The limitations of this study and future improvement are also discussed.
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Acknowledgments
The authors gratefully acknowledge the support of the Division of Undergraduate Education of the National Science Foundation under the grant DUE-#0837395. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors also thank research assistants George Tan and Daiying Liu for their efforts to input data and research associate Liusheng Wang for his efforts to analyze data.
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Journal of Professional Issues in Engineering Education and Practice
Volume 143 • Issue 2 • April 2017
Copyright
© 2016 American Society of Civil Engineers.
History
Received: Mar 26, 2016
Accepted: Jul 19, 2016
Published online: Sep 22, 2016
Discussion open until: Feb 22, 2017
Published in print: Apr 1, 2017
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