Active Learning In Civil Engineering: Promoting Self-Regulation Skills In Transportation Studies

Abstract

Background: Such is the case of active learning in the field of civil engineering that now can be promoted as a transformative teaching approach under the topics of transportation studies. Active learning processes encourage students to develop critical thinking, problem-solving, and self-regulation skills through engaging, hands-on experiences. They encourage learners to engage with the course material, allowing them to apply the theory to practice-forming essential habits such as goal setting, time management and reflective practice. Although active learning has the potential to inspire deeper connections to the material, with the recent shift to a more student-centric, collaborative learning environment, challenges such as creating a balance between collaborative work and independent study, as well as the timely provision of appropriate feedback, still exist. Objective: Transportation studies within civil engineering programs can benefit from active learning methodologies, and this study aims to examine the effect of these methodologies on developing self-regulation skills. The study analyzes several active learning strategies, evaluates their effectiveness in promoting self-directed learning, and highlights major challenges and opportunities for curriculum development. Methods: The study was implemented by a mixed-methods survey distributed to 360 participants from a range of civil engineering programs that have a focus on transportation. The survey instrument included both quantitative items and open-ended questions, which captured data on engagement in active learning as well as the development of self-regulation skills. Data were quantitative and analyzed in the form of descriptive and inferential statistics for trend and validity purposes, and qualitative data described as thematic analysis was used to uncover broader insights into identified merits and associated challenges of active learning. Results: Active learning helps to develop self-regulation skills. High levels of participation in interactive activities—like group discussions, case studies and problem-solving exercises—were strongly linked to improvements in goal-setting, planning and reflection (participants reported it) Despite these benefits, respondents noted challenges, including challenges in balancing group and individual work, and delays in receiving constructive feedback. Conclusions: The use of active learning methodologies facilitates self-regulation skills in engineering education. Incorporating these strategies fosters deeper learning, greater accountability in academics, and readiness to confront challenges that lie in the professional world. To maximize the advantages active learning offers, addressing the challenges is crucial using better feedback and content modifications. Future studies should aim to enhance such approaches and the investigation of new techniques to promote self-regulated learning in civil engineering.

Keywords: Active Learning, Self-Regulation, Intelligence and Executive Regulation, Civil Engineering, Transportation Studies, Students Engagement