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

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

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

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

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?

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

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

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

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

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

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.

MethodologyMethodology

Prior to sojourn

Preparation course

Sojourn

Off-Campus Project (OCP)

SDLRSPRE

TEST

SDLRSPOST

TEST

IDEA: POST TEST

(pre sojourn)

One Semester

FacultyAnalysis

MethodologyMethodology

One Academic Year

Faculty Analysis

of All Project Reports

PREP

PREP

PREP

OCP

OCP

OCP

Fall Semester Spring Semester

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

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.

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

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?

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)

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

FutureFuture

• Add reflective component to academic experience

• Explore qualitative methods– In-depth interviews– Ethnography– Performance assessments

AcknowledgementsAcknowledgements

•Preparation course instructors•OCP Advisors

ERM Division mini-grant for the SDLRS work