期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.10206
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.
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