Motivators and barriers in undergraduate mechanical engineering students’ use of learning resources

Abstract

ABSTRACT As innovations in instructional methods and educational technology become more prevalent, it becomes increasingly important to understand how research-based learning resources are utilised by students in their education. This qualitative study examines the motivators and barriers impacting students’ choices to engage with their class-provided learning resources. Students from two semesters of a core, undergraduate Dynamics course were interviewed regarding their study habits, use of resources, and perceptions of the course environment. Our results centre on availability and relevance: students were motivated to find immediately available, effective resources, and often encountered barriers due to scheduling concerns and doubts regarding the information their resources provided. Our findings expand on previous literature examining students’ help seeking choices, giving insight into students’ individual needs and concerns within a Blended Learning context. The implications of these findings are discussed, including concrete changes to the existing Dynamics course and insights regarding opportunities for future inquiry.