Instruments for self-regulated learning

Year: 2021

Type of publication: Conference paper 

Abstract: Self-regulated learning (SRL) is one the key pedagogical principles of Challengebased Learning (CBL) in engineering curricula. Students in CBL have the primary responsibility for planning, implementing, and evaluating their effort and progress. This study explores the useof learning portfolios as a pedagogical tool aimed to document students’ SRL in a CBL course for 1st year engineering students. The research question was: How is SRL documented in a personal learning portfolio during a CBL course? Students were expected to work for 9 weeks with a group of peers on an open-ended challenge. Students were asked to complete a learning portfolio at 3 moments. In week 1, they were asked to set, individually, 5 disciplinary and 5 professional goals they wanted to achieve and in week 5 and 9 they were encouraged to reflect on the progress and attainment of those goals. Twelve students’ learning portfolios were included for analysis in this study. Content analysis of the learning portfolios revealed that students in week 1, described goal setting and in week 5 described SRL processes such as monitoring and self- evaluation while in the final submission in week 9, students reflected on the attainment of their individual goals and the overall success of their project, revealing a need for balancing their own disciplinary and professional goals and the overall goals of group they were members of. The study suggests that learning portfolios provide a useful instrument to encourage SRL in CBL. Limitations and implications for education and research are discussed.

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Year: 2023

Type of publication: Conference paper 

Abstract: Students in Challenge-based learning (CBL) courses work in multidisciplinary groups to develop a solution to an open-ended and ill-defined challenge. Thus, in CBL, students need to regulate their learning individually and collectively to learn. Socially shared regulation of learning (SSRL) refers to the development of collective and co-constructed task perceptions or shared goals by multiple students working as a group. Existing knowledge about conceptualizing and researching SSRL in CBL is currently lacking. In this paper, we provide evidence from a qualitative study we conducted in a CBL course, using analysis of individual learning portfolios and in-depth interviews about students’ perceptions of SRRL. We discuss, firstly, which individual characteristics students perceive as important for SSRL. Secondly, we discuss the identified processes of SSRL identified in our data. Finally, we discuss how groups with high and low SSRL differ. For example, groups with high SSRL spend more time in task planning and role division. They also discussed shared goals early in the process and frequently monitored and evaluated their collective work and progress. On the other hand, groups with low SSRL need guidance individually and as a group to plan and evaluate their activities in different project stages. In addition, they had fewer conversations as a group about their shared goals, and they had more difficulties getting along at a social level. Finally, theoretical implications, practical recommendations, and future directions for research are discussed.

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Year: 2024

Type of publication: Conference paper

Abstract: The paper investigates how tangible tools can empower learners to become self-directed in Design-Based Learning (DBL) and Challenge-based Learning (CBL) activities. DBL and CBL encourage collaborative learning and students' autonomy by offering project openness and enabling the development of self-directed learning skills. However, this autonomy introduces challenges related to managing uncertainty and maintaining control. Key components in handling these challenges involve goal setting, planning, and reflection. Based on literature research, a set of qualities of CBL and DBL, important for developing self-directed learning, is presented. The paper examines how tools can support process monitoring and the cultivation of reflective learning practices. Three design cases are presented, each offering unique strategies to support self-directedness. Having been developed by design students, the designs incorporate input from interviews, co-creation sessions, user observations, and expert validation. Key takeaways include the role of tangibility in realizing sharing, openness, and guidance, in making explicit communication of implicit concepts.

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