Resumen de Investigating the influence of context on students’self-regulation during the capstone design course
Oenardi Lawanto, Andreas Febrian
Self-regulated learning or self-regulation is defined broadly as the interaction between the learner, problem, and learningenvironment. A self-regulated learner tends to be more successful academically. Furthermore, lack of employingregulatory strategies may lead to a failed problem-solving attempt. Research suggests that self-regulation is a recursive,dynamic, complex, and contextual activity. The objective of this research was to understand the influence of contexts instudents’ engineering design process during a Capstone design course. We recruited two groups, 18 students in total, fromthe Biological Engineering Department and another two groups from the Mechanical and Aerospace EngineeringDepartment at Utah State University, USA. All groups were working in a fully funded senior Capstone design course. Wecollected and analyzed various qualitative data using Dym & Little’s design process and Butler & Cartier’s self-regulationframeworks. The primary qualitative data, which was from the participants’ design journal, were segmented and coded byfour engineering designers. Our findings suggested that the participants’ self-regulation during the design process wasinfluenced mainly by the nature of the design process itself, the nature of the project in the respective discipline, and theparticipants’ experience.
