Resumen de The effect of different active learning environments on student outcomes related to lifelong learning
Susan Lord, Michael Prince, Candice E. Stefanou, Jonathan Stolk, John C. Chen
Calls for educational reform emphasize the need for students to develop a capacity for lifelong learning. Lifelong learners may becharacterized as curious, motivated, reflective, analytical, persistent, flexible, and independent—traits that are critical for success intoday’s globalized economy. Stakeholders in engineering education recognize that students’ development of the capacity for lifelonglearning is vital for their success and that instructors play a critical role in influencing such outcomes. However, there is a criticallack of research in this area. This research investigates how instructor choices of active learning pedagogies affect student outcomesrelated to their development as lifelong learners at four institutions. We measure student self-regulated learning (SRL) in responseto a range of active learning pedagogies and suggest that SRL is a proxy for lifelong learning in the context of the formalclassroom. We consider the research question ‘In what ways do pedagogical choices made by engineering instructors assist studentsto develop attitudes and behaviors associated with self-regulated learners?’ The results of this mixed-method design suggest thatstudents’ development as self-regulated learners involves a complex interplay between many factors that are influenced by facultychoices in the course design.
