Effectiveness of Technology-Integrated Project-Based Approach for Self-Regulated Learning of Engineering Students

Autor/inn/en	Bui, T. T. Hang; Kaur, Amrita; Trang Vu, Minh
Titel	Effectiveness of Technology-Integrated Project-Based Approach for Self-Regulated Learning of Engineering Students
Quelle	In: European Journal of Engineering Education, 47 (2022) 4, S.591-605 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaur, Amrita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.2016636
Schlagwörter	Foreign Countries; College Students; Engineering Education; Technology Integration; Student Projects; Active Learning; Independent Study; Student Attitudes; Teaching Methods; Instructional Effectiveness; Scores; Goal Orientation; Learning Strategies; Time Management; Help Seeking; Self Evaluation (Individuals); Student Centered Learning; Intervention; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Ingenieurausbildung; Schulprojekt; Aktives Lernen; Selbststudium; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The goal of this study is to explore the impact of a technology-integrated project-based learning intervention (ReaLabs) on students' learning attitudes, behaviours and self-regulated learning (SRL). A group of 49 mechanical engineering students was taught using this intervention and a group of 50 students in the same specialty was taught using the traditional method (Google docs). The findings revealed that students in the intervention group reported higher scores in learning attitudes and behaviours. They also reported higher levels of goal setting, task strategies, time management, help-seeking, and self-evaluation skills as compared to students in the control group. In addition, the usefulness of ReaLabs, the use of online tool was better perceived in the intervention group than that of Google docs in the control group. These findings indicate that a smart pedagogy model built on a technology-integrated learner-centered teaching approach may support outcomes related to SRL for engineering education students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01