The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/10034 |
Resumo: | This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher’s role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering studentsHigher educationLearner autonomyCurricular activitiesTeachers’ roleThis study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher’s role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated.Taylor & FrancisRepositório Científico do Instituto Politécnico do PortoDuarte, MarinaLeite, C.Mouraz, A.2017-07-13T10:51:11Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/10034eng10.1080/03043797.2015.1056101info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:51:32Zoai:recipp.ipp.pt:10400.22/10034Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:30:31.090358Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
title |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
spellingShingle |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students Duarte, Marina Higher education Learner autonomy Curricular activities Teachers’ role |
title_short |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
title_full |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
title_fullStr |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
title_full_unstemmed |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
title_sort |
The effect of curricular activities on learner autonomy: the perspective of undergraduate mechanical engineering students |
author |
Duarte, Marina |
author_facet |
Duarte, Marina Leite, C. Mouraz, A. |
author_role |
author |
author2 |
Leite, C. Mouraz, A. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Duarte, Marina Leite, C. Mouraz, A. |
dc.subject.por.fl_str_mv |
Higher education Learner autonomy Curricular activities Teachers’ role |
topic |
Higher education Learner autonomy Curricular activities Teachers’ role |
description |
This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher’s role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2016-01-01T00:00:00Z 2017-07-13T10:51:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/10034 |
url |
http://hdl.handle.net/10400.22/10034 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1080/03043797.2015.1056101 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
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1799131400729788416 |