Engineering Students' Definitions of and Responses to Self-Directed Learning

In this paper we present the results of a study on engineering students’ characterizations and critiques of self-directed learningexperiences in their classrooms. Using a social-cognitive conceptual framework for examining self-directed learning processes, weanalyze qualitative survey responses from a gender-balanced group of engineering students at a small, private engineering college. Thedata indicate that students believe self-directed learning focuses primarily on cognitive tasks associated with planning and monitoringthe self-directed activity. Motivational considerations are frequently cited as significant positive aspects, while behavioral aspects suchas goal setting and resource acquisition are the most commonly noted negative aspects. The survey results suggest that reflection tendsto be undervalued both by students and by instructors, that motivation is key for creating positive self-directed learning experiences,and that there is a need for instructors to develop an improved ability to deal with the challenges that arise when students are asked toengage in self-directed learning processes.