Learning to learn, bolt-on, or integrated? Analysis of student feedback from a pilot with learning to learn integrated into first-year engineering mathematics

Abstract

Learning to learn is one of the generic skills that are important to becoming an engineer. One outcome of the education is to be prepared for a role as an engineer with lifelong learning. In this paper, I convey experiences gained from two different approaches when implementing “learning to learn” into engineering math courses. The first approach, learning to learn was added to a mathematical course as a “bolton” approach in two initial pilots. A second approach was to include learning to learn in the course. In this approach, I wanted to utilize feedback cycles and provide information on learning to learn “as needed”. Interviews of students and experiences from the pilots have been analyzed using thematic analysis. Two different experiences were described by the students in the two classes that were included in the pilot. In one group, the smallest of the two pilot classes, not a single student dropped out in the remaining three-year of the study program. The program had a major impact. The other group, the biggest class, was more resistive. In the second approach, I wanted to utilize the role of a mathematics teacher. Here I could use the authority and the relation as a math teacher. However, introducing learning to learn as a teacher conflicted with the role as a teacher. Here I discuss key findings from four focus group interviews, in addition to my experience as a teacher, that can help to plan future course design when learning to learn is included.