The Use of ‘5A Learning Portfolio’, a Technique of Learning Strategies Based on Self-Directed Learning and Metacognition to Enhance English Learning Skills of Thai Engineering Students

2019 ◽  
Author(s):  
Sarada Jarupan
Keyword(s):  
Learning Strategies ◽  
Engineering Students ◽  
English Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Approaches to promote self-directed learning in Software Engineering

2019 ◽  
Author(s):  
Kristina Maria Schulz
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Engineering Students ◽  
Teaching Method ◽  
Just In Time ◽  
Self Directed Learning ◽  
Exemplary Teaching ◽  
Directed Learning ◽  
Learning Competencies ◽  
Additional Value

  Software engineering is a profession, that requires expertise, but also underlies fast changes of contents and requirements. To cope with these challenges students in this subject need self-directed learning competencies. This paper explores Just-in-Time Teaching as one exemplary teaching method known to support self-directed learning processes. The focus in this analysis lies on a didactical evaluation of the sensitive use of this method concerning the special target group of software engineering students, the teaching content and material. The aim is to avoid a mere transfer of didactical approaches to students without additional value for the learners. Additional didactial consideration are directed towards (already existing) learning strategies of the students, which are essential for enabling students to efficiently benefit from self-directed learning arrangements. Resulting issues need to be evaluated through a serious data collection and analysis, that will be carried out in the subject of software engineering.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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