Self-directed learning skills of first-year engineering students

Abstract

Transition from high school to university presents first-year students various challenges. Due to the program sizes in engineering, it is almost impossible for instructors and academic advisors to monitor and diagnose every student’s performance to generate a personalized study plan. It is important to equip the students with skills that enable them to cope with challenges in the first-year program and beyond. Self-directed learners are found to be more efficient in processing information, developing personalized learning strategies, and engaging in lifelong learning. However, self-directed learning (SDL) skills are not always formed naturally or equally among learners at the same/similar age. This study reported the preliminary findings of first-year engineering students’ SDL skills using the adapted Self-Rating Scale of Self-Directed Learning (SRSSDL). Future studies were discussed.