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This mixed-methods study investigated college students’ self-directed learning (SDL) skills, attitudes, and beliefs over time, beginning with the start of their first year and continuing to the beginning of their fourth year. Validated quantitative surveys were utilized to compare two cohorts of engineering students at different institutions over the first two years. While some differences in the quantitative survey data were measured between the institutions, there were small changes in SDL competencies. During the middle of the second year, focus groups with a subset of the cohort were introduced into the study with the large public university. Qualitative data were collected via seven focus group sessions and through open-ended questions from online surveys over time. The qualitative data revealed several interesting new aspects to self-directed learner growth and led to a richer picture of the complexity involved in student SDL development. The results are organized around four themes that emerged from our analysis: conceptions of SDL, growth towards SDL, learning vs. grades, and identity as a student to a professional. We document the changes associated with SDL over time for our cohort, and witness developments occurring in various ways at different times among the students.

Moving from Quantitative to Qualitative Analysis to Capture the Development of Self-Directed Learning for a Cohort of Engineering Students