Does Using Structured Learning Diaries Affect Self-regulation or Study Engagement? An Experimental Study in Engineering Education

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Sammanfattning

Previous research suggests that structured learning diaries can increase students’ self-regulation skills. However, learning diaries also imply great effort for students, and more research is needed to understand the effect of diaries on students’ motivation and engagement. In the current study, we investigate whether our approach of using
curricular concept maps as structured learning diaries has an effect on students’ self-regulation or study engagement. 104 first-year engineering master’s students were randomly assigned to experimental and control groups. The structured learning diary
using a digital tool was a compulsory weekly assignment for the experimental group. Both groups completed pre- and posttest questionnaires on self-regulation and study engagement. Using Repeated Measures ANOVA, we did not find statistically
significant differences between the experimental and the control groups in self-regulation or study engagement. However, with a more fine-grained grouping based on diary usage, we found a statistically significant decrease in passive diary users’ dedication (part of study engagement). Our results indicate that making students actively use reflection tools such as structured learning diaries remains a challenge. Moreover, such an intensive intervention may even have negative effects on study engagement for students who do not actively use the tool.
Originalspråkengelska
Titel på gästpublikation2020 IEEE Frontiers in Education Conference (FIE 2020), Uppsala, 2020
Antal sidor9
Utgivningsort[S.l]
FörlagIEEE
Utgivningsdatum24 okt 2020
ISBN (tryckt)978-1-7281-8962-8
ISBN (elektroniskt)978-1-7281-8961-1
DOI
StatusPublicerad - 24 okt 2020
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangIEEE Frontiers in Education Conference - Uppsala, Sverige
Varaktighet: 21 okt 202024 okt 2020
Konferensnummer: 50
https://www.fie2020.org/

Publikationsserier

NamnFrontiers in Education Conference : Proceedings
FörlagIEEE
ISSN (tryckt)0190-5848
ISSN (elektroniskt)2377-634X

Vetenskapsgrenar

  • 516 Pedagogik

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