Integrating Self Regulated Learning Instruction In A Digital Logic Course

Self-Regulated Learning (SRL) involves self-monitoring and self-correction of three components of learning: motivation, behavior, and cognition. Abundant research has supported that optimal academic performance is strongly tied to the extent to which the learner uses SRL. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. Thus, teaching students self-regulatory skills in addition to subject-matter knowledge is one of the major goals of education. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learners are purposive and goal-oriented, incorporating and applying a variety of strategies to optimize their academic performances. However, the application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self awareness. This paper describes the development of the instructional strategy and its implementation plan, which integrates the SRL model through two instructional strategies (Direct Instruction and Immersion Instruction) into the Digital Logic course. The outcomes of the implementation are provided and discussed.

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