Biological Systems Engineering

 

Date of this Version

2024

Citation

Proceedings of the Research in Engineering Education Symposium (REES)—2024, January 4–6, 2024, KLE Technological University, Hubballi, India.

Comments

Copyright © 2024 Anu Singh and Heidi A. Diefes-Dux. Used by permission.

Abstract

Context: Self-regulation, a skillset involving taking charge of one’s own learning processes, is crucial for workplace success. Learners develop self-regulation skills through reflection where they recognize weaknesses and strengths by employing metacognitive strategies: planning, monitoring, and evaluating. Use of anchors assists learners’ engagement in reflection. Purpose or Goal: The purpose of this work was to gain insight into students’ use of anchors when reflecting on their learning. The two research questions: (1) To what extent do students link their self-evaluation and learning objective (LO) self-ratings to their reflections? and (2) What dimensions and level of metacognitive strategies do students use in their self-evaluation of and reflections on weekly problem-solving assignments? Methods: Data were upper-division engineering students’ anchors (self- evaluations, LO self-ratings) and reflection responses for one assignment. Self-evaluations and reflections were analyzed for the presence of references to LOs. The number of students who linked the anchors to their reflection were tabulated. Additionally, a revised a priori coding scheme was applied to students’ written work to determine type and level of metacognitive strategies employed. Outcomes: Few students linked both anchors to their reflections. Students employed low to medium levels of the metacognitive strategies in their self-evaluations and reflections, even when they linked their anchors and reflections. The evaluating strategy dominated in the self- evaluations, while planning and monitoring dominated in the reflections. Conclusion: Students have limited understanding of the use of anchors to guide their reflection responses. Students overall level of engagement in the metacognitive strategies indicates a need for formal instruction on reflection.

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