Abstract
Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity
Recommended Citation
Dolenc, Nathan R.; Mitchell, Claire; and Tai, Robert H.
(2014)
"Evidence of Self-Directed Learning on
a High School Robotics Team,"
Journal of Youth Development: Vol. 9:
Iss.
4, Article 5.
Available at:
https://open.clemson.edu/jyd/vol9/iss4/5
