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.
Description
‘Ain't nothin' like the real thing’. Motivation and study processes on a work-based project course in information systems design - Helle - 2010 - British Journal of Educational Psychology - Wiley Online Library
%0 Journal Article
%1 HelEtAl07
%A Helle, Laura
%A Tynjälä, Päivi
%A Olkinuora, Erkki
%A Lonka, Kirsti
%D 2007
%I Blackwell Publishing Ltd
%J British Journal of Educational Psychology
%K project_based_learning project_studies
%N 2
%P 397--411
%R 10.1348/000709906X105986
%T ‘Ain't nothin' like the real thing’. Motivation and study processes on a work-based project course in information systems design
%U https://doi.org/10.1348/000709906X105986
%V 77
%X 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.
@article{HelEtAl07,
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.},
added-at = {2015-03-18T15:02:20.000+0100},
author = {Helle, Laura and Tynjälä, Päivi and Olkinuora, Erkki and Lonka, Kirsti},
biburl = {https://www.bibsonomy.org/bibtex/215a59705532498920e0ad3522900e595/wiljami74},
description = {‘Ain't nothin' like the real thing’. Motivation and study processes on a work-based project course in information systems design - Helle - 2010 - British Journal of Educational Psychology - Wiley Online Library},
doi = {10.1348/000709906X105986},
interhash = {ecb0a4d8a7c494dc07889be2ecd06cee},
intrahash = {15a59705532498920e0ad3522900e595},
journal = {British Journal of Educational Psychology},
keywords = {project_based_learning project_studies},
number = 2,
pages = {397--411},
publisher = {Blackwell Publishing Ltd},
timestamp = {2018-11-20T09:40:48.000+0100},
title = {‘Ain't nothin' like the real thing’. Motivation and study processes on a work-based project course in information systems design},
url = {https://doi.org/10.1348/000709906X105986},
volume = 77,
year = 2007
}