Prompted Self-Regulated Learning Assessment and Its Effect for Achieving ASCE Vision 2025: Fid-Bau Portal

Prompted Self-Regulated Learning Assessment and Its Effect for Achieving ASCE Vision 2025

Zheng, Wei / Yin, Jianjun / Shi, HuiRu / Skelton, Gordon

The new ASCE Vision and Body of Knowledge embraces the attitude toward and skills of lifelong learning, indicating the need of acquiring self-regulated learning (SRL) skills. Although civil engineering education has primarily focused on instilling technological knowledge to students, less attention has been paid toward offering deliberate training for nurturing such required high-order skills based on how people learn. This paper introduces the theoretical construct of SRL and the effective pedagogies of cultivating SRL skills from educational research findings, presents a novel instructional framework and its procedures to support students’ SRL skill development, and reports its implementation outcomes in civil engineering curricula at a minority-serving institution. The key instructional strategy is to integrate the prompted self-assessment with the course learning tasks into the students’ learning processes. Its effect has been evaluated through the feasible assessment practice. Assessment results reveal that the presented framework may benefit students’ learning performance, and the majority of students perceived the importance of SRL skills and were interested in developing SRL skills. The limitations of this study and future improvement are also discussed.