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dc.contributor.convenorUTS, Sydney, Australiaen_AU
dc.contributor.authorNepal, Kalien_US
dc.contributor.authorStewart, Rodneyen_US
dc.contributor.editorMs. Anne Gardner & Dr. Lesley Jollyen_US
dc.date.accessioned2017-05-03T12:24:52Z
dc.date.available2017-05-03T12:24:52Z
dc.date.issued2010en_US
dc.date.modified2011-04-18T06:57:26Z
dc.identifier.refurihttp://www.aaee2010.com.au/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/38205
dc.description.abstractContemporary learning approaches have fewer structured learning activities and more self directed learning tasks guided through consultation with academics and tutors. Such tasks predominately follow a project and/or problem based learning (PBL) mantra where an individual student or a team of students is required to follow a freely guided road map to complete the tasks whilst simultaneously achieving desired learning outcomes for a particular course. However, many students struggle to adjust to such a learning environment where they are being increasingly encouraged to undertake self directed learning (SDL) activities. This paper utilises questionnaire survey approach to evaluate the SDL readiness factors and course learning outcomes for a large class of third year undergraduate civil engineering students at Griffith University, Australia. The results of the study showed that students with a higher grade point average (GPA) also typically had a higher SDL readiness; however learning outcomes achieved by the students from this PBL course were higher for those with a moderate GPA (i.e. 5 or credit average). This suggests that students performing moderately in their former fundamental engineering courses, had higher learning outcomes from this PBL course and higher achievers did not perceive to learn as much. A final overarching finding was that this course provided the necessary skills for students to confidently tackle PBL based courses in the future; undoubtedly the precursor for engineering graduate functions.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent105385 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUTS Printing Servicesen_US
dc.publisher.placeUTS, Sydneyen_US
dc.publisher.urihttp://www.aaee.com.au/conferences.htmlen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencename21st Annual Conference of the Australasian Association for Engineering Educationen_US
dc.relation.ispartofconferencetitle21st Annual Conference of the Australasian Association for Engineering Educationen_US
dc.relation.ispartofdatefrom2010-12-05en_US
dc.relation.ispartofdateto2010-12-08en_US
dc.relation.ispartoflocationSydney, Australiaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleRelationship between self directed learning readiness factors and learning outcomes in third year project-based engineering design courseen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Sciences, Griffith School of Engineeringen_US
gro.rights.copyrightCopyright remains with the authors 2010. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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