Enhancing students’ learning in engineering subjects through repetitive learning and self-reflection

Abstract

Repetitive learning and self-reflection have been introduced to an engineering foundation year to encourage students to actively engage and control their learning. Repetitive learning can help students to train their cognitive skills and develop deeper understanding of the subject matter. Through self-reflection, students can identify their knowledge gain and their weaknesses, and plan improvement to their learning. This paper will focus on how integrating both repetitive learning and self-reflection might help to encourage deep and active learning, thus enhancing students’ performance and engagement in learning. The effectiveness of the method is evaluated based on the student feedback and teacher observation. From the feedback most students agree that repetitive learning and self-reflection has had a positive impact on their learning and has helped to improve their skills as independent and active learners. Teacher observations suggest that incorporating repetitive learning and self-reflection has improved students’ confidence and engagement in learning.