1. Student Reflections Encourage Self-Regulated Learning and Faculty Just-In-Time Teaching.
- Author
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Lulu Sun and Rohrbacher, Chad
- Subjects
- *
PEDAGOGICAL content knowledge , *ACADEMIC accommodations , *LEARNING , *COMMUNICATION , *SELF-regulated learning - Abstract
The authors report on a pedagogical feedback strategy employed in a first-year engineering graphics course, which implemented a flipped classroom model for self-regulated learning. Class time was reserved for activities and content clarifications. To encourage self-regulated learning and just-in-time teaching modifications, students completed a weekly mixed methods survey. Over the semester, 12 weeks of student data were collected. The authors found that the instructor could be timelier and more responsive with adjusting course materials based on student's needs. Findings also suggested the process built a mutual constructive communication between the students and the instructor. It allowed the instructor to recognize patterns of student conceptual difficulties, skill development obstacles, and behaviors that may affect their learning. [ABSTRACT FROM AUTHOR]
- Published
- 2022