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Learning Environments Research

Erschienen in:

07.01.2023

Constructivist learning environment and strategic learning in engineering education

verfasst von: Chengcheng Li, Tiberio Garza, Shaoan Zhang, Yingtao Jiang

Erschienen in: Learning Environments Research | Ausgabe 3/2023

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Abstract

Undergraduates’ first-year experience in engineering education impacts their retention and persistence. Strategic learning strategies (i.e. skill, will, and self-regulation) are important for students’ academic achievement and retention. We examined to what extent (1) students’ skill mediated the relationship between self-regulation and will and (2) the constructivist practices in the learning environment related to students’ self-regulation. Data were collected from 293 engineering undergraduates in a redesigned first-year experience course. Path analysis showed that (1) skill mediated the relationship between self-regulation and will and (2) one dimension of the constructivist learning environment (i.e. sharing ideas with others) was correlated with self-regulation. This study helped faculty and researchers to better understand how to use integrated strategic learning strategies and create a constructivist learning environment for engineering students’ academic success.

Vorheriger Artikel Innovative learning environments and student orientation to learning: a kaleidoscopic framework

Nächster Artikel Examining the general structure of learning environments designed in education: bibliometric analysis between 1970 and 2022

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Titel: Constructivist learning environment and strategic learning in engineering education
verfasst von: Chengcheng Li
Tiberio Garza
Shaoan Zhang
Yingtao Jiang
Publikationsdatum: 07.01.2023
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 3/2023
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-022-09450-w

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