Development of Self-Directed Learning Readiness among Undergraduate Engineering Students during the COVID-19 Pandemic

Abstract

At the onset of the COVID-19 pandemic, The Citadel transitioned from a face-to-face to an emergency online modality. We conducted a study to track changes in self-directed learning readiness (SDLR) among engineering students during the Spring 2020 semester, including trends based on demographic, performance, and cognitive load factors. SDLR was measured using the Self-Directed Learning Readiness Scale (SDLRS). Cognitive load was measured as perceived workload across dimensions of mental demand, temporal demand, effort, frustration, and performance using the Task Load Index (TLX). Participants also provided written narratives on learning strategies used during emergency online instruction and/or participated in focus groups. Among 206 undergraduate engineering students, we observed a small but significant increase in SDLR. The academic year may have been an important factor impacting student development during the pandemic, with first- and second-year students showing greatest gains in SDLRS scores. Participants who indicated gains in SDLRS scores generally reported higher perceived workload and increase in a moderate number of workload dimensions. Participants with gains in SDLRS scores reported lower temporal demand, which aligned with written narratives of improved personal organization and time management skills. While the rapid switch to emergency online learning was a source of frustration, the unusual disruption may have provided students with an opportunity to develop SDLR. As few prior engineering education interventions yielded a significant increase in SDLRS scores, we propose that planned online learning experiences may be strategically designed to encourage development of SDLR.