NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ766804
Record Type: Journal
Publication Date: 2007-Jun
Pages: 15
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-0998
Ain't Nothin' Like the Real Thing. Motivation and Study Processes on a Work-Based Project Course in Information Systems Design
Helle, Laura; Tynjala, Paivi; Olkinuora, Erkki; Lonka, Kirsti
British Journal of Educational Psychology, v77 n2 p397-411 Jun 2007
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.
British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-247-0787; e-mail: enquiry@bps.org.uk; Web site: http://www.bps.org.uk/publications/publications_home.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland