ERIC Number: EJ1084908
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Effect of Curricular Activities on Learner Autonomy: The Perspective of Undergraduate Mechanical Engineering Students
Duarte, M.; Leite, C.; Mouraz, A.
European Journal of Engineering Education, v41 n1 p91-104 2016
This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners' characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching-learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.
Descriptors: Foreign Countries, Undergraduate Students, Engineering, Engineering Education, Personal Autonomy, Class Activities, Teacher Role, Student Characteristics, Student Motivation, Self Efficacy, Likert Scales, Measures (Individuals), Factor Analysis, Questionnaires
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A