Engineering Curriculum Design - Understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices.

Arthur Firipis; Matthew Joordens; Siva Chandrasekaran

doi:10.31686/ijier.vol5.iss9.816

Authors

Arthur Firipis Deakin University, Australia
Matthew Joordens Deakin University, Australia
Siva Chandrasekaran Swinburne University of Technology, Australia

DOI:

https://doi.org/10.31686/ijier.vol5.iss9.816

Keywords:

1:1 mobile device, Engineering education, learners, active learning, self-regulated

Abstract

Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?

Downloads

Download data is not yet available.

Author Biographies

Arthur Firipis, Deakin University, Australia

Faculty of Science, Engineering and Built Environment
Matthew Joordens, Deakin University, Australia

Associate Professor, Faculty of Engineering and Built Environment
Siva Chandrasekaran, Swinburne University of Technology, Australia

Faculty of Science, Engineering and Technology

References

Bandurra, A., (1997) – Self-efficacy: The exercise of control. New York: Freeman. In Schunk, D., and Zimmerman, B. (2008) - Motivation ad self-regulated learning – Theory, research and applications. Taylor and Francis Group LLC.

Biggs, J.B. (1979) Individual differences in study processes and the quality of learning outcomes, Higher Education, 8, pp. 381-394. DOI: https://doi.org/10.1007/BF01680526

Biggs, J.B. (1987) Student Approaches to Learning and Studying (Hawthorn, Victoria, Australian Council for Educational Research).

Biggs, J.B., (2003) – Teaching for quality learning at university (second edition). Buckingham: Open University Press/Society for Research into Higher Education.Biggs, J., (1993) – What do inventories of student’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63 DOI: https://doi.org/10.1111/j.2044-8279.1993.tb01038.x

Boekaerts, M., (1997) – Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction, 7: pp. 133-149. DOI: https://doi.org/10.1016/S0959-4752(96)00015-1

Boekaerts, M., Pintrich, P., and Zeider, M (2000) – Handbook of self-regulation. San Diego, CA Academic Press. DOI: https://doi.org/10.1016/B978-012109890-2/50030-5

Boekaerts, M, and Niemivirta, M. (2000) – Self-regulated learning: Finding a balance between learning goals and ego-protective goals (pp. 417-451). In Boekaerts, M., Pintrich, P., and Zeidner, M. (2000) – Handbook of self-regulation. San Diego, CA: Academic Press. DOI: https://doi.org/10.1016/B978-012109890-2/50042-1

Boekaerts, M., and Martens, R., (2006) – Motivated Learning: What is it and how can it be enhanced? In Verschaffel, L., Dochy, F., Boekaerts, M., and Vosniadou, S., (eds.) – Instructional psychology: Past, present and future trends. Amsterdam: Elsevier.

Chou, C. C., Block, L., & Jesness, R. (2012). A case study of mobile learning pilot project in K-12 schools. Journal of Educational Technology Development and Exchange, 5(2) DOI: https://doi.org/10.18785/jetde.0502.02

Covili, J., (2017) – Going Google – Powerful tools for 21st century learning (2nd Edition). Thousand Oakes, California. Corwin- Sage Publication.

Deci, E., and Ryan, R., (1987) – Intrinsic motivation and self-determination in human behavior. New York: Plenum.

De Graff, E., and Kolmos, A., (2003) – Characteristics of Problem-based Learning. International Journal of Engineering Education 19 (5): 657-662. Taylor & Francis.

Dewey, John. (1963) Education and Experience. New York: Collier Books. (Original work published 1938) p. 49.

Elliot, A., and Harackiewicz, J., (1996) – Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology No. 51. DOI: https://doi.org/10.1037/0022-3514.70.3.461

Entwistle, N. J, (1988) – Motivational factors in students’ approaches to learning. In Schmeck, R.R., (Ed.) Learning strategies and learning styles. New York: Plenum Press. Pp. 21-51). DOI: https://doi.org/10.1007/978-1-4899-2118-5_2

Entwistle, N. J. (1988) Styles of Learning and Teaching (London, David Fulton).Entwistle, N., and McCune, V., (2004) – The conceptual bases of study strategy inventories. Educational Psychology Review, 16: pp. 325-346 DOI: https://doi.org/10.1007/s10648-004-0003-0

Flavell, J.H., (1987) – Speculations about the nature and development of metacognition. In Weinert, F.E., and Kluwe, R.H., (eds.) Metacognition, motivation and understanding Hillsdale, NJ: Erlbaum pp. 21-29.

Freyer, J., and Elliot, A., (2008) – Stability and change in achievement goals. Journal of Educational Psychology. In, Schunk, D., and Zimmerman, B. (2008) - Motivation ad self-regulated learning – Theory, research and applications. Taylor and Francis Group LLC. p. 60.

Gijbels, D., Donche, V., Richardson, T., and Vermunt, J., (2014) - Learning Patterns in Higher Education- Dimensions and research perspectives. Routledge – Taylor and Francis Group London and New York.

Hong, Y., Chiu, C., Dweck, C., Lin, D., and Wan, W., (1999) – Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology No. 77 DOI: https://doi.org/10.1037/0022-3514.77.3.588

Johnson, D.W., & Johnson, R. (2003). Student motivation in cooperative groups: Social interdependence theory. In R. Gillies & A. Ashman (Eds.), Cooperative learning: The social and intellectual outcomes of learning in groups (pp. 136–176). New York, NY: Routledge Falmer.

Kamil, M., Borman, G., Dole, M., Kral, Salinger, T Torgesen, J., and Xinsheng, C., Helsel, F., Kidron, Y., Spier., E (2008) - Improving Adolescent Literacy: Elective Classroom and Intervention Practices - American Institutes for Research - NCEE 2008 p. 74.

Keppell, M., Au, A., Chan, C., (2006) – Peer Learning and Learning orientated Assessment in Technology Enhanced Environments. Assessment and Evaluation in Higher Education 31 (4): 453-464 DOI: https://doi.org/10.1080/02602930600679159

Koch, F., Dirsch-Welgand, A., Awolin, M., Pinkelman, R., and Hampe, M., (2017) – Motivating first-year university students by interdisciplinary study projects. European Journal of Engineering Education, 2017 Vol. 42, No. 1, 17-31 Taylor & Francis. DOI: https://doi.org/10.1080/03043797.2016.1193126

Karoly, P., (1993) – Mechanisms of self-regulation: A systems view. Annual Review of Psychology No. 44. DOI: https://doi.org/10.1146/annurev.ps.44.020193.000323

Kolb, D., (1984) – Experiential Learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall Inc.Locke, J., and Latham, G., (2002) – Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychology No. 57 DOI: https://doi.org/10.1037/0003-066X.57.9.705

Madon, S., Jussim, L., Keiper, S., Eccles, J., Smith, A., and Palumbo, P., (1998) – The accuracy and power of sex, social class, and ethnic stereotypes: A naturalistic study in person perception. Personality and Social Psychology Bulletin. No. 24. DOI: https://doi.org/10.1177/01461672982412005

Marton, F., and Saljo, R., (1976) – On qualitative differences in learning: In, Outcome and process. British Journal of Educational Psychology, 46. DOI: https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

Marton, F., and Saljo, R., (1997) – Approaches to learning. In Marton, F., Hounsell, D., and Entwistle, N., (eds.) – The experience of learning: Implications for teaching and studying in higher education. Edinburgh: Scottish Academic Press.

Malone, T.W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 223– 253). Hillsdale, NJ: Erlbaum.

Meyer, J., (1998) – A medley of individual differences. In Dart, B., and Boulton-Lewis, G., (eds.) – Teaching and learning in higher education. Melbourne: ACER-Press.

Meyer (2008) and Vermetten, Y., (2004) – Patterns in student learning: Relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16: pp. 359-384. DOI: https://doi.org/10.1007/s10648-004-0005-y

Midgley, C., Kaplan, A, and Middelton, M., (2001) – Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, No. 93. DOI: https://doi.org/10.1037/0022-0663.93.1.77

Moskvina, V., and Kozhevnikov, M., (2011) – Determining cognitive styles: Historical perspective and directions for further research. In Rayner, S., and Cools, E., (eds.) – Style differences in cognition, learning and management: Theory, research and practice. New York: Routledge.

Mupfiga, M., Mupfiga, P., and Zhou, T.G., (2017) – Enhancing teaching and learning through the use of mobile technologies in Zimbabwean University. Journal of Systems Integration 2017/2 p. 49-50.

Newman, R., (1990) – Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology No. 82. DOI: https://doi.org/10.1037/0022-0663.82.1.71

Nieminen, J., Lindblom-Ylanne, S., and Lonka, K., (2004) – The development of study orientations andstudy success in students of pharmacy. Institutional Science, 32: pp. 387-417. DOI: https://doi.org/10.1023/B:TRUC.0000044642.35553.e5

Palmer, S., and Hall, W., (2011) – An evaluation of a Project-based Learning Initiative in Engineering Education. European Journal of Engineering Education 36 (4): 357-365 Taylor & Francis. DOI: https://doi.org/10.1080/03043797.2011.593095

Pintrich, P., and De Groot, E., (1990) – Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. No. 82. DOI: https://doi.org/10.1037/0022-0663.82.1.33

Richardson, J., (1997) – Meaning orientation and reproducing orientation: A typology of approaches to studying in higher education? Educational Psychology, 17. DOI: https://doi.org/10.1080/0144341970170305

Richardson, J.T.E., (2011) – Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21: pp. 189-203. DOI: https://doi.org/10.1016/j.lindif.2010.11.015

Sadler-Smith, E., (1996) – Approaches to studying: Age gender and academic performance. Educational Studies, 22: pp.367-379. DOI: https://doi.org/10.1080/0305569960220306

Saljo, R. (1979) – Learning about learning. Higher Education, 8: pp. 443-451 DOI: https://doi.org/10.1007/BF01680533

Sadler-Smith, E., (1996) – Approaches to studying: Age, gender and academic performance. Educational Studies, 22. DOI: https://doi.org/10.1080/0305569960220306

Schunk, K., and Hanson, A. (1985) – Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology. p. 77. DOI: https://doi.org/10.1037/0022-0663.77.3.313

Schunk, D., (1986) – Vicarious influences on self-efficacy for cognitive skill learning. Journal of social and clinical psychology, 4 (3), 316-327. DOI: https://doi.org/10.1521/jscp.1986.4.3.316

Schunk, K., and Pajares, F. (2005) – Competence perceptions and academic functioning. Cited in Elliot, A. and Dweck, C. (eds.), Handbook of competence and motivations New York: Guilford Press.

Schunk, D., and Zimmerman, B. (2008) - Motivation ad self-regulated learning – Theory, research and applications. Taylor and Francis Group LLC.

Tlhoaele, M., Suhre, C., and Hofman, A., (2016) - Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance. European Journal of Engineering Education, 41:3, 263-278 Taylor and Francis. DOI: https://doi.org/10.1080/03043797.2015.1056102

Valk, J. H., Rashid, A., & Elder, L. (2010). Using mobile phones to improve educational outcomes: Ananalysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11. DOI: https://doi.org/10.19173/irrodl.v11i1.794

Van Rossum, E., and Schenk, S., (1984) – The relationship between learning conception, study strategy and learning outcome. British Journal of Education Psychology, 54. DOI: https://doi.org/10.1111/j.2044-8279.1984.tb00846.x

Vermunt, J., and Vermetten, Y., (2004) – Patterns in student learning: Relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review. No.16. DOI: https://doi.org/10.1007/s10648-004-0005-y

Vlachou, J., and Drigas, A., (2017) – Mobile technology for students and adults with autistic spectrum disorders (ASD). https://doi.org/10.3991/ijim.v11i1.5922 DOI: https://doi.org/10.3991/ijim.v11i1.5922

Vogel, D., Kennedy, D. M., & Kwok, R. (2009). - Does using mobile device applications lead to learning? Journal of Interactive Learning Research, 20.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Weinstein, R., and McKown, C., (1998) – Expectancy effects in ‘context’: Listening to the voices of students and teachers. In Brophy, J (Ed.), Advances in research on teaching. Vol. 7. Expectations in the classroom. Greenwich, CT: JAI Press.

Werry, I., Dautenhahn, K., (1999) Applying Mobile Robot Technology to the Rehabilitation of Autistic Children.URL: http://uhra.herts.ac.uk/handle/2299/1946

Zhang, L., and Sternberg, R., (2005) – A threefold model of intellectual styles. Educational Psychology Review, 17: pp. 1-53. DOI: https://doi.org/10.1007/s10648-005-1635-4

Zimmerman, B., (2001) – Theories of self-regulated learning and academic achievement: An overview and analysis. In Zimmerman, B., and Schunk, D., Eds.), Self-regulated learning and academic achievement. Theoretical perspectives (pp. 1-37). Mahwah, NJ: Erlbaum.

Zimmerman, B., and Risemberg, R., (1997) - Self-regulatory dimensions of academic learning and motivation. In Schunk, D., and Zimmerman, B. (2008) - Motivation ad self-regulated learning – Theory, research and applications. Taylor and Francis Group LLC. DOI: https://doi.org/10.1016/B978-012554255-5/50005-3