Ain't Nothin' Like the Real Thing. Motivation and Study Processes on a Work-Based Project Course in Information Systems Design

Autor/inn/en	Helle, Laura; Tynjala, Paivi; Olkinuora, Erkki; Lonka, Kirsti
Titel	Ain't Nothin' Like the Real Thing. Motivation and Study Processes on a Work-Based Project Course in Information Systems Design
Quelle	In: British Journal of Educational Psychology, 77 (2007) 2, S.397-411 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709906X105986
Schlagwörter	Scoring; Motivation; Information Systems; Computer Science; Student Projects; Learning Strategies; Foreign Countries; Interviews; Models; Self Control; Scaffolding (Teaching Technique); Educational Environment; Cooperative Learning; Finland + Suchen Sie Ihr Suchwort? Bewertung; psychologische; Motivation (psychologisch); Informatik; Schulprojekt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Interviewing; Interviewtechnik; Analogiemodell; Selbstbeherrschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Finnland
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10