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This project is developing two e-learning modules to support the development of independent, lifelong learners. The modules introduce undergraduate engineering students to metacognition (or thinking about thinking and learning) and motivation concepts and subsequently describe strategies to improve learning. To assess lifelong learning ability, students also take the SelfDirected Learning Readiness Survey (SDLRS). The pre to post change in SDLRS score was analyzed to determine whether the modules had an effect. The data analysis was taken a step further to identify four factors from the SDLRS results: viewing learning as a tool for life, selfconfidence, responsibility for learning, and curiosity. The modules and SDLRS were administered over six semesters in two mechanical engineering classes: a sophomore level manufacturing class and a junior level design processes class. Also, seniors in the capstone design class took the SDLRS. Many students took the modules more than once. Thus, we are able to look at the relationship between number of exposures to the module and SDLRS score. Average SDLRS scores increased with age and number of exposures; however, the changes were not statistically significant. Two factors—self-confidence and responsibility—increased with exposure to the intervention at statistically significant levels.

e-Learning Modules for Improving Lifelong Learning Ability