Mind the gap: students' expectations, conceptions and reality of self-regulation in a 3D design team project

This study investigated college students' self-regulation in the context of a 3D design team project. By conducting a pre-survey, post-survey and focus group interviews, the study examined students' expectations, conceptions and reality of self-regulation in the team project. The results s...

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Bibliographic Details
Published inEducational studies Vol. 47; no. 6; pp. 751 - 764
Main Author Mou, Tsai-Yun
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 02.11.2021
Taylor & Francis Ltd
Subjects
3D design
Active Learning
Animation
College Students
Computer Simulation
conception
Cooperative Learning
Design
Expectation
Focus groups
Polls & surveys
reality
Self Control
Self regulation
Student Attitudes
Student Projects
Students
Teams
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Summary:This study investigated college students' self-regulation in the context of a 3D design team project. By conducting a pre-survey, post-survey and focus group interviews, the study examined students' expectations, conceptions and reality of self-regulation in the team project. The results showed that students' self-regulation directly reflected in their project performance. Medium self-regulated students had the highest self-expectations and devoted approximate time compared with high self-regulated students. High self-regulated students devoted more efforts than their expectations. Although revealing the lowest actual efforts, low self-regulated students' expectations were only slightly less than those of the high self-regulated students. All students believed that their self-regulation increased, whereas the low self-regulated students revealed the highest conceptions compared with the others. Educational implications are discussed.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2020.1729100