Nontraditional Learning Environments: Do They Prepare Our ...
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Nontraditional Learning Nontraditional Learning Environments: Do They Prepare Environments: Do They Prepare
Our Students for LifeOur Students for Life--Long Long Learning?Learning?
D. DiBiasioD. DiBiasio11 and S. Jiustoand S. Jiusto22
11Department of Chemical EngineeringDepartment of Chemical Engineering22
Interdisciplinary & Global Studies DivisionInterdisciplinary & Global Studies DivisionWorcester Polytechnic InstituteWorcester Polytechnic Institute
ASEE 2005 Portland, OregonASEE 2005 Portland, Oregon
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BackgroundBackground• ABET: “recognize need for and ability to engage in life-
long learning (LLL)”
• LLL: “self-actualized learning demonstrated through continuous personal development” (Oliver, 1999)
• Self-Directed Learning (SDL): “the ability and/or willingness of individuals to take control of their own learning that determines their potential for self-direction”(Brockett & Hiemstra, 1991)
Ability to engage in LLL begins with a readiness for SDL
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LifeLife--Long LearningLong Learning ((BesterfieldBesterfield--SacreSacre, et al, 2003), et al, 2003)
• Explicated 7 outcome elements described by 6 levels of Bloom’s taxonomy
3 related to information retrieval, use, and evaluation
1 related to critical thinking skills
1 related to communication skills
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SelfSelf--Directed LearningDirected Learning (Candy, 1991)(Candy, 1991)
• SDL includes openness to learning, responsibility for one’s own learning, love of learning and problem solving
– Attitudes: curious, motivated, self-aware
– Skills: information seeking and retrieval, critical thinking, and knowledge about the learning process
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Learning Environments and SDLLearning Environments and SDL• Litzinger, et al at Penn State:
– Traditional learning structures did not promote SDL readiness
• Authentic, experiential, problem-based learning environments require students demonstrate elements of SDL readiness
Do Nontraditional Learning Environments Prepare Students
for SDL?
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ProjectProject--Based Learning at WPIBased Learning at WPI
• Educational Objective: problem at interface of Science/Technology and Society (STS)
– Required of all students– Done in multidisciplinary teams; faculty advisors
• More than 50% complete project at off-campus (most international) locations
– examples
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Academic StructureAcademic Structure
Prior to sojourn
Preparation: 1.5 courses
Sojourn
Off-Campus Project (OCP)• full-time on-site• 3 courses equivalent
Final Report
One Semester
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Research Question & MethodsResearch Question & Methods
• Do Nontraditional Learning Environments Prepare Students for SDL?
– Did students participating in WPI’s off-campus projects program show growth in SDL skills, abilities and attitudes?
– 3 methods used to probe SDL
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1. IDEA Course/Instructor Evaluation: self-reports of progress on learning objectives—skills aptitudes and knowledge
• Applied POST Preparation (pre sojourn)
Rate your progress on:– Learning how to find and use resources for answering
questions or solving problems.
– Learning to analyze and critically evaluate ideas, arguments, and points of view.
– Developing skill in expressing myself orally or in writing.
MethodologyMethodology
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2. Faculty Review of Final Reports: “objective”analysis of written product as indicator of project experience outcomes
• Applied POST-Sojourn
• Trained/calibrated reviewers use internally developed instrument. Items related to:
– LLL (using new info/methods)– Critical analysis– Communication skills
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3. SDLRS: 58 item, self-report of attitudinal and behavioral change
– Applied PRE-Preparation & POST-Sojourn
– I love to learn.– Even if I have a great idea, I can’t seem to develop a
plan for making it work.– Learning how to learn is important to me.– I really enjoy tracking down the answer to a question.
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MethodologyMethodology
Prior to sojourn
Preparation course
Sojourn
Off-Campus Project (OCP)
SDLRSPRE
TEST
SDLRSPOST
TEST
IDEA: POST TEST
(pre sojourn)
One Semester
FacultyAnalysis
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MethodologyMethodology
One Academic Year
Faculty Analysis
of All Project Reports
PREP
PREP
PREP
OCP
OCP
OCP
Fall Semester Spring Semester
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Results 1. IDEA Course Evaluations Results 1. IDEA Course Evaluations --Comparison of Average Student ResponsesComparison of Average Student Responses
(averages on scale: 1=low, 3=average, 5=high)(averages on scale: 1=low, 3=average, 5=high)
923016,487# classes
4.33.53.8Communication3.93.53.8Critical Thinking
4.23.53.7Information Use
Off-Campus Prep Course
WPIIDEAObjective
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Results 2. Faculty Analysis of Final ReportsResults 2. Faculty Analysis of Final Reports
(average on scale: 1=poor, 3=acceptable, 5=excellent)(average on scale: 1=poor, 3=acceptable, 5=excellent)
62 (124)35 (105)N, projects (students)
44%3%% below acceptable (LLL)
2.73.9LLLOn-CampusOff-CampusItem
Similar differences were observed for critical analysis, and written/visual communication.
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Results 3. SDLRS Results 3. SDLRS --Average SDL Scores for OffAverage SDL Scores for Off--Campus CohortCampus Cohort
220158Post-test
217210Pre-test
MeanN
Differences were NOT statistically significant
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Results SummaryResults Summary
• Do nontraditional academic structures increase readiness for SDL?
– Two indicators strongly showed student growth in SDL-related skills and abilities, but these did not translate into measurable progress in longer-term attitudinal\behavioral change as measured by SDLRS
• Emergent question: Why do results of alternative assessments vary?
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Comparison of SDL IndicatorsComparison of SDL Indicators
ShortLearning outcomesFaculty
2. Report Analysis(positive)
ShortAbilities & skills developmentSelf
1. IDEA(positive)
Short Long
Time Frame
Attitudinal & behavioral changeSelf
3. SDLRS(neutral)
Observations of…ObserverTest & (results)
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ConclusionConclusion
• Ambiguous internalization of OCP experience
– Variation within cohort not known (Litzinger, et al, 2005)
– Consistent with other study abroad research; particularly short-term effects
– It’s an intense, complex experience not easily probed by these methods alone
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FutureFuture
• Add reflective component to academic experience
• Explore qualitative methods– In-depth interviews– Ethnography– Performance assessments
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AcknowledgementsAcknowledgements
•Preparation course instructors•OCP Advisors
ERM Division mini-grant for the SDLRS work