Abstract:
Self-directed learning requires students to take ownership of their own learning, to become agents in the learning process, to engage in active learning and to enjoy the satisfaction of learning. This may be achieved in a project-based learning module, where students need to demonstrate a number of graduate attributes. However, it has been reported that undergraduate students struggle with self-directed and project-based learning. The research question, therefore, arises Is self-directed learning fashionable among all undergraduate first-year African engineering students who enrol for a project-based learning module in South Africa? A descriptive case study is used, where quantitative data is derived from the Williamson self-rating scale of self-directed learning (SRSSDL). Top responses suggest that students are aware of their responsibility for their own learning and that they should decide on their own learning strategies. One of the lowest responses suggests that students are finding it challenging to pursue learning among different cultures. Results further indicate that two out of every three students rated themselves as high-level self-directed learners, with 88% of these students successfully completing the module. It is recommended to educate first-time entering engineering students in how to successfully deal with cultural diversities, which is a requirement of self-directed learning.
