2024 ASEE Annual Conference & Exposition

Improving an Online and Self-instruction Course: Students Expectancy and Auto-regulation

Presented at Engineering Physics and Physics Division (EP2D) Technical Session 1

“Advance Education,” a continuing studies program at a private university in Chile, caters to working adults aiming to complete or commence an undergraduate degree. This paper presents a detailed examination of an online physics laboratory course within this program, focusing on enhancing course adaptations, evaluating changes in student perceptions and expectations, and assessing students' self-regulatory abilities in the online learning context. Utilizing a pre-post survey design, the study involves 130 students, with data gathered through an adapted Pedagogical Expectancy Violation Assessment and a self-regulation scale administered at the start and conclusion of the course. Results reveal a significant disparity between student expectations and the demands of self-instructional distance learning, highlighting general unpreparedness for and resistance to the self-directed learning format. These insights underscore the need for improved course design that facilitates the development of self-regulatory skills and suggest implementing a pre-course orientation focused on strategies for self-regulated learning. Additionally, the study advocates for enhanced training for instructors in online facilitation techniques to support student learning and engagement better. The findings emphasize the critical role of tailored educational interventions in fostering effective self-directed learning environments in higher education.

Authors

Mr. Carlos Pineida http://orcid.org/https://0000-0001-8396-9711 Universidad Andres Bello, Chile [biography]

Carlos Pineida has dedicated over 20 years to teaching physics. He earned a Master's degree in University Teaching, focusing on developing experimental skills in students and fostering their scientific thinking. Carlos has had the privilege of inspiring numerous students in the fascinating world of science. He is currently a faculty member at the University Andres Bello in Chile, teaching physics within the Faculty of Engineering. He specializes in courses for the first two years of the university program and also lectures in other faculties. Additionally, due to his training and experience, he is responsible for developing innovative educational programs integrating cutting-edge technology and active learning methodologies in STEM. Lastly, his interest in improving the teaching-learning process leads him to engage in educational research projects in collaboration with faculty from his university and other academic institutions.
Prof. Angeles Dominguez http://orcid.org/0000-0001-6066-355X Tecnologico de Monterrey, Mexico; Universidad Andres Bello, Chile. [biography]

Angeles Dominguez is a researcher at the Institute for the Future of Education at Tecnologico de Monterrey, Mexico. She also collaborates with the School of Engineering at the Universidad Andres Bello in Santiago, Chile. Angeles holds a bachelor's degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-2) and has been a visiting researcher at Syracuse University, UT-Austin, and Universidad Andres Bello. Her main research areas are interdisciplinary education, teaching methods, faculty development, and gender issues in STEM education. She actively participates in several national and international mathematics, engineering, and science education projects.

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