Self-Directed Learning Strategies of High Academic Achievers Majoring in Engineering

공학전공 우수학습자의 자기주도학습전략 탐색

  • Jin, Sung-Hee (Inha Innovation Center for Engineering Education)
  • 진성희 (인하대학교 공학교육혁신센터)
  • Received : 2013.07.08
  • Accepted : 2013.09.25
  • Published : 2013.07.30


This study aims to explore self-directed learning strategies of high academic achievers majoring in engineering. The research participants were 21 fourth-year students who had attained the first or second highest cumulative grade point average in each department during the past three-year and were asked to write an essay on "my successful learning methods or techniques." The essays were analyzed by theme analysis method which is one of the qualitative methods to extract the self-directed learning strategies used by high performing students. According to the results of this study, the self-directed learning strategies of excellent students could be categorized into fundamental strategies to induce self-directed learning, preparatory strategies, implementation strategies and management strategies for marinating self-directed learning. Detail information on each category is as follow: 1) fundamental strategies refer to positive and pleasant mind, academic confidence and effort attribution, 2) preparatory strategies refer to concrete and challenging goal setting, establishment of learning strategies adjusted courses characteristics and practical learning planning, 3) implementation strategies refer to intensive learning in class, knowledge exploration, knowledge acquisition, social networking and exhaustive preparation for exams and 4) management strategies refer to time management and learning environment management.


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