'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design.
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| Title: | 'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design. |
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| Authors: | Helle, Laura (AUTHOR), Tynjälä, Päivi (AUTHOR), Olkinuora, Erkki (AUTHOR), Lonka, Kirsti (AUTHOR) |
| Source: | British Journal of Educational Psychology. Jun2007, Vol. 77 Issue 2, p397-411. 15p. |
| Subjects: | Motivation (Psychology), Project method in teaching, Activity programs in education, Object-teaching, Information resources, Information resources management, Student-centered learning |
| Abstract: | Background. Advocates of the project method claim that project-based learning inspires student learning. However, it has been claimed that project-based learning environments demand quite a bit of self-regulation on the part of the learner. Aims. Consequently, it was tested whether students scoring low in self-regulation of learning experienced ‘friction’, an incompatibility between student self-regulation and the demands posed by the learning environment. This would be manifest in cognitive processing and motivation. Samples. The target group consisted of 58 mainly third-year Finnish university students taking a mandatory project course in information systems design. During the project course, student teams completed a commissioned assignment. The study also included a matched nonequivalent comparison group composed of computer science students attending study programmes without a project-based component. Methods. Data were gathered by means of a questionnaire administered at the beginning and end of the project course and it was analysed by between-groups repeated measures ANOVA. In addition, the students on the course were interviewed. Results. Results suggest that the work-based project model in question may indeed have a substantial motivational impact, interestingly benefitting especially those students who scored low in self-regulation. Conclusions. It is argued that we tend to view learning environments too simplistically. In particular, a basic distinction should be made between individual and collaborative learning contexts, since peer scaffolding, group grading and choice of group roles may explain why students scoring low in self-regulation of learning did not encounter friction as expected. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background. Advocates of the project method claim that project-based learning inspires student learning. However, it has been claimed that project-based learning environments demand quite a bit of self-regulation on the part of the learner. Aims. Consequently, it was tested whether students scoring low in self-regulation of learning experienced ‘friction’, an incompatibility between student self-regulation and the demands posed by the learning environment. This would be manifest in cognitive processing and motivation. Samples. The target group consisted of 58 mainly third-year Finnish university students taking a mandatory project course in information systems design. During the project course, student teams completed a commissioned assignment. The study also included a matched nonequivalent comparison group composed of computer science students attending study programmes without a project-based component. Methods. Data were gathered by means of a questionnaire administered at the beginning and end of the project course and it was analysed by between-groups repeated measures ANOVA. In addition, the students on the course were interviewed. Results. Results suggest that the work-based project model in question may indeed have a substantial motivational impact, interestingly benefitting especially those students who scored low in self-regulation. Conclusions. It is argued that we tend to view learning environments too simplistically. In particular, a basic distinction should be made between individual and collaborative learning contexts, since peer scaffolding, group grading and choice of group roles may explain why students scoring low in self-regulation of learning did not encounter friction as expected. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00070998 |
| DOI: | 10.1348/000709906X105986 |
