Student Autonomy: Implications of Design-Based Informal Learning Experiences in Engineering

摘要

As part of their college-based undergraduate degree experience, a large portion of engineering students are involved in different informal learning experiences, such as co-curricular design teams, student organizations, and undergraduate research. The purpose of this qualitative study was to better understand engineering students' learning experiences in informal learning sites, particularly their sense of autonomy, which emerged as a major theme in initial data analysis. Specifically, this study investigates a hands-on design and manufacturing laboratory for engineering students in a large research and state institution, which is home to student engineering design teams, such as a Formula design team. We found that these experiences enhanced students' self-directed autonomy and allowed them to take control of their learning trajectory. We discuss implications for future research and educational practices.