02/01/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Dohn Bowden on “Makerspaces: Promoting Self-Directed Learning as a Pathway to Lifelong Learning."

Candidate: Dohn Bowden
Degree: Ph.D. Research & Evaluation in Education
Defense Date: Monday, February 12, 2024
Time: Noon
Location: Coburn Hall G50
Thesis/Dissertation Title: Makerspaces: Promoting Self-Directed Learning as a Pathway to Lifelong Learning.

Dissertation Committee
Dissertation Chair: Yanfen Li, Ph.D., Assistant Professor, Biomedical Engineering, Francis College of Engineering, University of Massachusetts Lowell.
Co-Chair: Hsien Yuan Hsu, PhD., Associate Professor of Research and Evaluation in Education, School of Education, University of Massachusetts Lowell.
Committee Member: Jill Hendrickson Lohmeier, Ph.D., Professor & Faculty Chair, School of Education, University of Massachusetts Lowell.

Abstract:

Lifelong learning is an important skill for all engineers as they adapt to advancements in technology throughout their professional journey. Makerspaces are physical locations where individuals gather to collaborate, design, and create. Previous work has shown that makerspaces can be successful in fostering students' Self-directed learning, a theoretical framework which can quantitatively assess lifelong learning. Investigating engineering student’s makerspace usage along with their self-directed learning abilities may identify a relationship between the two. This study collected data from engineering students to examine how makerspace usage can be predicted by an individual’s self-directed learning readiness score, how frequent engagement in a makerspace enhances (changes) an individual’s self-directed learning readiness score, identifies the obstacles impeding student’s use of a makerspace, and how does a semester worth of learning affect the self-directed learning readiness score. The data collection instrument was a beginning and end of semester surveys, and the self-rating scale of self-directed readiness learning questionnaire. Makerspace weekly hourly usage, self-directed learning readiness scores, and survey written responses were the basis for the analysis. Overall, the study found that the correlation between makerspace usage and self-directed learning readiness scores was inconclusive. One analysis showed a significant correlation, and the other did not. A multiple regression revealed that there was a significant regression predicting the enhancement (change) in SDLR Score based on several predictors, however, makerspace usage was not a significant predictor. When comparing the mean SDLR Scores between makerspace users and non-users there was a significant difference between the mean scores of the two groups. The mean SDLR score of the non-users was significantly lower than the mean SDLR score of the makerspace users. Non-makerspace users identified a lack of need and lack of time as the obstacles for not using a makerspace. The study did reveal that self-directed readiness scores at the end of the semester were significantly higher when compared with those taken at the beginning of the semester. These findings suggest that more study is needed to determine if makerspaces provide a foundation for students to acquire the skills of being a self-directed learner.