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ERIC Number: ED554180
Record Type: Non-Journal
Publication Date: 2013
Pages: 183
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-7054-6
ISSN: N/A
Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development
Britton, Gwendolyn Suzanne
ProQuest LLC, Ph.D. Dissertation, Nova Southeastern University
Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses--both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. While much research has been done in evaluating the value of capstone experiences in face-to-face environments, research investigating the potential of such an experience to enhance and demonstrate soft skills resulting from the engagement in an online environment is lacking. The purpose of this study was to examine the value of a project-based capstone experience in promoting and assessing the enhancement of soft skills in an online undergraduate information technology degree program. The main goals of this research were to discover whether online competency based programs and the culminating project-based capstone promoted enhancement and demonstration of critical soft skills necessary to succeed in information technology work environments. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement