Experiential Learning Environments: Do They Prepare Our Students to be Self-Directed, Life-Long Learners?

Journal of Engineering Education, Jul 2006 by Jiusto, S, DiBiasio, D

ABSTRACT

Recent research indicates that traditional academic structures may not effectively promote self-directed learning. We investigated whether an experiential interdisciplinary projects program, called the Global Studies Program, increased readiness for self-directed learning (SDL) and life-long learning (LLL) using three methods: a nationally recognized course evaluation system called the Individual Development and Educational Assessment system (IDEA); an internal student project quality assessment protocol; and the Self-Directed Learning Readiness Scale (SDLRS).

Student self-assessments through the IDEA system showed Global Studies Program students reported much greater progress in LLL-related skills than did national and local comparison groups. Similarly, review of student projects by independent faculty teams found Global Studies Program students consistently outscored on-campus project students in LLL-related measures by wide margins. The SDLRS also showed a positive, but less emphatic increase in SDL readiness among a Global Studies Program cohort. The research demonstrates the success of one experiential learning environment in promoting SDL/LLL, while raising interesting issues regarding alternative methods of measuring potential benefits.

Keywords: experiential programs, life-long learning, self-directed learning

I. INTRODUCTION

In recent years, most engineering schools have sought to complement the traditional focus on student attainment of immediatelymeasurable skills, abilities, and knowledge with less easily defined and assessed preparation to become self-directed, life-long learners. Recent research indicates that traditional academic structures may not effectively promote self-directed learning [1-3]. A significant dirust in education for LLL are nontraditional, experiential academic programs often emphasizing more open-ended, self-directed, and/or socially and culturally embedded research experiences. Assessing how such experiences affect student intellectual development is difficult, however, because the qualities of interest are complex (what exactly is "self-directed" learning?) and, by definition in the case of life-long learning, only latent within students. Not surprisingly, evidence of the success of LLL curricula is largely anecdotal or superficial.

In this study, we analyzed the effectiveness of one well-regarded experiential academic program, the Worcester Polytechnic Institute (WPI) Global Studies Program (Global Program), in preparing students for life-long learning through the acquisition of attitudes and skills supportive of self-directed learning (SDL). Three complementary assessment methods were used, resulting in both convergent and somewhat divergent results: assessments by both students and independent faculty members clearly found the WPI Global Program improved most students' development of core SDL-related capacities, yet the broadest test of SDL readiness suggested outcomes that were both more variable and less dramatic on average. We explore differences among sub-populations in this latter measure and discuss differences among these alternative measures of SDL/LLL that might account for their somewhat divergent results. In doing so, we hope to better understand the potential effectiveness of experiential educational programs on self-directed and life-long learning, while also illuminating methodological issues related to assessing the impact of discrete educational programs on such complex human development phenomena as SDL and LLL.

II. BACKGROUND

A. Conceptualizing and Assessing SDL and LLL

LLL "suddenly" became part of engineering education when ABET included it as one of its desired learning outcomes. Most schools have had trouble defining LLL, and nearly all have trouble measuring it. Many have resorted to outcomes descriptors that relate to information finding abilities, elective course decisions, and participation in professional societies. Despite these outcomes being desirable, they are somewhat superficial, low-level abilities. Other methods to probe LLL involve using post-graduation paths and career choice data that are obtained by alumni surveys with low response rates. A rigorous approach says that LLL cannot be measured until someone has actually had a life. At present, the best we can do in undergraduate education is to place students in learning environments expected to be conducive to developing LLL-related skills, while investigating alternative methods for assessing whether in fact these measures are effective.

The literature clearly indicates that preparation for LLL involves complex, deep learning issues. Its definition is much broader than simple information gathering traits. Very often the term "self-directed learning" is used. Oliver suggests LLL is self-actualized learning demonstrated through continuous personal development [4]. Brockett and Hiemstra suggest that SDL "is the ability and/or willingness of individuals to take control of their own learning that determines their potential for self-direction" [5]. We recognize that strict definitions of LLL and SDL will have overlapping and distinct parts. Areas of significant overlap include critical thinking, research skills (particularly regarding information use, retrieval, and synthesis), and basic interpersonal skills (communication). Hence, probing students' ability to engage in LLL and assessing their skills and attitudes in SDL should involve multiple measures.