The effects of using desktop learning modules on engineering students' motivation: A work in progress

Abstract

Various reports have been published during the past decade highlighting a wide range of problems with engineering curricula, especially the lecture-dominated form of transmitting core engineering concepts to students. Researchers have called for active learning approaches for teaching engineering courses. However, little is known about the effects of active learning approaches on students' motivation to learn engineering topics. Using data from 85 participants, the current study examined the effects of an active learning approach (using the Desktop Learning Modules - DLMs) on students' motivation and adoption of learning strategies in an engineering course compared with students who only had traditional lectures. Results from the analyses showed that participants who learned with DLMs reported statistically significant effects of DLMs for elaboration of core engineering ideas studied, and that DLMs fostered peer learning and critical thinking compared with lectures. No significant differences were found for intrinsic and extrinsic goal orientations, task value, self-efficacy for learning and performance as well as metacognitive self-regulation. The results are discussed with respect to their implications for instruction in engineering education.