期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2021
卷号：2021
DOI：10.24908/pceea.vi0.14905
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The implementation of inquiry-based learning in the first-year laboratory curriculum is asignificant challenge, due to students’ limited exposure to unstructured learning. In this course, troubleshooting activities were used to modulate student progression from structured- to guided-, and finally to open-inquiry in a virtual first-year laboratory course. The purpose of the study is to investigate the effect of modulating student progression from structured- to open-inquiry on student development of self-regulated learning skills. The study presents preliminary survey results regarding student engagement in structured-inquiry activities. Analysis of survey results from guided- and open-inquiry activities, as well as qualitative analysis of student reflection assignments are currently ongoing.
