University of Twente Student Theses
Facilitating Self-Regulated Learning in Mechanical Engineering Education : An Educational Design Research Study
Paanakker, N.M.G. (2025) Facilitating Self-Regulated Learning in Mechanical Engineering Education : An Educational Design Research Study.
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| Abstract: | This study investigates self-regulated learning challenges among students in Heat Transfer, a blended learning course offered at the University of Twente, Vrije Universiteit Amsterdam, and RWTH Aachen University. Despite its flexible course design, students consistently struggle with low engagement, poor exam performance, and a lack of deep conceptual understanding. A design-based research approach was employed to investigate the root causes of these challenges through Zimmerman’s (2008) cyclical model of self-regulated learning. The results revealed three major challenges: (1) a partial implementation of the flipped classroom model that reduces effectiveness due to weak integration between online and in-person activities, (2) a bonus point system that promotes performance-driven behaviours over deep learning, and (3) a course design that assumes overly high levels of self-regulated learning without providing sufficient scaffolding or feedback mechanisms. To address these challenges, process worksheets were constructed to scaffold the development of complex problem-solving skills by supporting students’ planning, monitoring, and reflection activities during their study hours. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 52 mechanical engineering, 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/104998 |
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