2023 ASEE Annual Conference & Exposition

Graduate Engineering students need to understand and use the concepts and methods of applied research when they enter the engineering workforce. To enhance the quality of learning and to create a meaningful experience for engineering students, it is important to understand collaborative learning and instructional approaches that can support the development of students’ metacognitive processes. Metacognition is defined as “a set of higher knowledge and skills to monitor and regulate cognitive processes of self and others” (Garrison & Akyol, 2015, p.184). Metacognition is a required cognitive ability to achieve deep and meaningful learning that must be viewed from both an individual and social perspective. Metacognition is central to the cognitive presence and collaborative inquiry process. However, according to Garrison (2022), the role of metacognition in developing the necessary awareness and regulation for responsible thinking and learning in shared learning environments has not been sufficiently emphasized.
This study developed and implemented a suite of customizable online learning modules to guide students in applied research. The learning modules were divided into three steps: research question, literature research, and conducting research using a generic template with the following sections: annotated open-source learning materials, a random knowledge test with a pool of case study questions, a discussion board for brainstorming which required students to post their draft ideas, to comment on other student's posts and integrate the comments in their submission, a self-reflection assignment to summarize the lesson learned, and a written assignment to organize their findings, make connections, elaborate ideas, and construct an argument based on their research.
The modules were implemented in five courses in two MS programs. A post-course self-assessment survey about perceived cognitive presence and metacognition was administered to the 167 enrolled students; 126 responses were received, resulting in an overall 86.2% responding Satisfied or Extremely Satisfied with the research modules. While the sample size was small there was a strong indication that the modules were successful in promoting understanding and use of applied research concepts and methods as the students found the learning modules effective and helpful.
To validate the initial results, we are currently performing a new survey in new sections of the same courses. A post-course self-assessment survey about perceived self-regulated and shared metacognition will be administered to the enrolled students at the end of the fall semester. The metacognition survey includes 5-point Likert-scale questions assessing the students’ levels of perceived self-regulation and perceived satisfaction working with others. The survey will examine responses for differences between online vs in-person instruction, individual courses, and programs of study. Based on the survey results, this study will indicate whether the learning modules helped students self-regulate their learning while working with others in a shared learning environment.
Furthermore, the research modules may be applicable to general research education, in addition to applied research. The early and broad introduction of applied research instruction in the engineering curriculum may enhance efforts to increase STEM participation in future research employment opportunities and doctoral education, especially for underrepresented groups and first-generation graduate students.