Evidence of Self-Directed Learning on a High School Robotics Team

Nathan R. Dolenc, Claire Mitchell, Robert H. Tai


Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.

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DOI: https://doi.org/10.5195/jyd.2014.41

Copyright (c) 2014 Journal of Youth Development

License URL: https://creativecommons.org/licenses/by/4.0/