การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Self-Directed Learning, A Guide for Learners and Teachers

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Mindset The New Psychology Of Success

3. Do I use effective communication strategies? Is there always “time just to talk”? Do I seek family observations/information in assessment? In monitoring? Do family members have opportunities to ask questions or seek clarification? Do I present information at a time and in a format preferred by the family members? Do I keep my work with family members respectful, yet informal, and free of professionally precious jargon?

The adult learner.

Three Types of Interaction

In this paper, the authors report on how students' perception of course material in terms of importance, utility, and interest is related to their self-regulated learning (SRL) skills and project performance in a web-intensive undergraduate learning environment. The data from 57 students were analyzed. Data sources included survey instruments, ranking questions, and project grades. The research highlights important components of online education by evaluating the connections between students' perceptions of webintensive course value, SRL, and project performance. Findings show a significant positive relationship between task value and performance, specifically between importance of the activity and performance. From a SRL perspective, the results show a positive correlation between goal setting and performance. Significant positive correlations were also found between task value and goal setting, task strategies, help seeking, and self-evaluation. Discussion and recommendations are presented.

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Task-Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How are they Related?

Today’s students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K–12 students has led many to argue for and against the inclusion of these devices in K–12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning. In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2–3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

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Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

The objective of this exploratory study was to describe patterns in self-regulated learning (SRL) for both high school students and college freshmen while engaged in a design activity. The main research question guiding this study was: How did high school and first-year college students self-regulate their approaches to learning when engaged in an engineering design project? Specific focus was given by exploring how these two groups of students engaged in (1) task interpretation in relation to reported strategy use during the design process; and (2) task interpretation in relation to reported strategy use in project management.Students at one high school in the state of Colorado and first year undergraduate engineering students at one public university in the state of Utah participated in this study. High school students worked in an Architectural and Robotics Design classes (n=27). College freshmen worked in a mechanical engineering solid modeling course (n=70). A survey instrument and Web-based design journal entries were administered at early and later stages of the project to capture students' SRL, including task interpretation (TI) and reported use of planning (PS), cognitive (CS), and monitoring/fix-up (MF) strategies. Descriptive statistics, non-parametric statistics, and graphical views were used to analyze survey responses. Entries from students' design journals were segmented and coded using an SRL model and interpreted to triangulate and complement survey data to achieve better insight about the employed strategies of these two groups.Not surprisingly, findings suggested that, for the most part, first-year college students scored higher than high school students on task interpretation and reported use of planning, cognitive, and monitoring/fix-up strategies. Journal entries also revealed that college freshmen were more thorough in identifying and describing design strategies for their projects than were their high school student counterparts. Most importantly, differences in the quality of SRL were observed within each group, suggesting that students at both educational levels varied in their self-regulated performance. Further, while students in both groups had relatively good awareness of task demands, they were less aware of how to translate that task understanding into proper plans and plan execution across the design process and project management. This article discusses potential implications for design instruction for both groups of students.Keywords: Engineering Design, Grades 9-12, College freshman, Metacognition, Self-regulated learning1. IntroductionTremendous efforts have been devoted to improving student learning in high school pre-engineering and college engineering courses. One of the critical needs for advancing student learning in these contexts, as highlighted by Bransford and his colleagues in their book, How People Learn, is to investigate learning process from a metacognitive perspective (Bransford, Brown, & Cocking, 2000). According to Zimmerman (1989), metacognition is heavily implicated in self-regulated learning (SRL) which plays a significant role in learning and is an important predictor of academic performance. Models of self-regulation typically describe how metacognitive knowledge (e.g., about tasks, learning, strategies) and metacognitive skills (Le., self-regulating strategies used in the deliberate management of learning) interweave in the context of authentic activity (e.g., see Butler & Cartier, 2004; Cartier & Butler, 2004).With design as a core activity in engineering, design projects have been recognized as an effective activity to support learning in science, technology and mathematics (Sanders & Wells, 2010; Schaefer, Sullivan, & Yowell, 2003). Therefore, for that specific context, design has been identified as a catalyst in STEM education. Design tasks are often constructed to involve the solving of an in ill-structured problem, which reguires a high level of SRL strategies use. …

Pattern of Task Interpretation and Self-Regulated Learning Strategies of High School Students and College Freshmen during an Engineering Design Project.

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students’ activities when engaged in learning with e-Learning software. However, while the software captured the data and presented it adequately, there is room for enhancement and further refinement. The purpose of this research is to investigate and understand lecturer needs as they monitor student activities in SCELE and then develop a learning monitoring tool capable of visualizing and collecting data in a form that facilitates lecturer observation, analysis, and targeting of specific concepts. Theories found within information architecture and information visualization are used as a foundational approach in the development of the application. The result of the research focuses on developing a learning dashboard Moodle plugin that can be easily utilized by lecturers engaging SCELE.

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The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment.

This paper examines the task interpretation and strategy use of higher- and lower-performing college freshmen while engaged in anengineering design project using a self-regulated learning (SRL) framework. Our goals were to consider how students’interpretation of task demands could be associated with their use of planning, cognitive, and monitoring/fix-up strategies, both aspart of the design process and when managing their time, resources and teamwork. The main research question that guided thestudy was: In what ways did higher- vs. lower-performing students differ when engaged in an engineering design project? Withregards to this question, we specifically explored how these two groups of students were similar or different in their: (1) taskinterpretation in relation to reported strategy use during the design process; and (2) task interpretation in relation to reportedstrategy use in project management. Seventy freshman engineering students enrolled in an introductory engineering design course atUtah State University were recruited for the study. From among that group, data from 20 higher- and 12 lower-performers wereselected for analysis. Survey instruments and Web-based design journal entries were used to capture students’ task interpretation,reported strategy use, including planning (PS), cognitive (CS), and monitoring/fix-up strategies (MF), and perceptions of importantperformance criteria (CR). Students’ design performance was evaluated by the teacher. Descriptive and nonparametric statistics andgraphical views were used to analyze student SRL profiles. Entries from students’ design journals were coded using an SRL modeland interpreted to triangulate and complement survey data to achieve deeper insight about SRL between the two groups. Thefindings suggested that both higher- and lower-performers were highly aware of important task requirements. However, higher-performing students had a greater awareness and reported greater use of monitoring and fix-up strategies associated with success inthe design process. The higher-performing students also obtained higher scores on criteria for performance than lower-performingstudents, both in the design process and project management. Furthermore, journal writings revealed that higher performers weremore thorough in identifying and describing design requirements and strategies for their projects than were the lower performers.This paper discusses the potential implication for design instruction in engineering college freshmen.

Task Interpretation, Cognitive, and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design Project: An Exploratory Study of College Freshmen

Wade H. Goodridge

Papers

Task-Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How are they Related?

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Pattern of Task Interpretation and Self-Regulated Learning Strategies of High School Students and College Freshmen during an Engineering Design Project.

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment.

Task Interpretation, Cognitive, and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design Project: An Exploratory Study of College Freshmen