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

Authors

  • Nathan R. Dolenc University of Virginia
  • Claire Mitchell Albion College
  • Robert H. Tai University of Virginia

DOI:

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

Abstract

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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Published

2014-12-01

Issue

Section

Program & Practice Articles