Helle Laura, TynjĂ¤lĂ¤ PĂ¤ivi, Olkinuora Erkki & Lonka Kirsti (2007). Â« "Ain't nothin' like the real thing". Motivation and study processes on a work-based project course in information systems design Â». British Journal of Educational Psychology, vol. 77, nÂ° 2, p. 397–411.
Added by: Catherine Reverdy (05 Feb 2013 15:57:34 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Helle2007
|Categories: Apprentissages et psychologie, Enseignement supĂ©rieur
Subcategories: Apprentissage par projet, Pratiques enseignantes
Keywords: apprentissage en groupe, apprentissage par projet, enseignement supĂ©rieur, motivation
Creators: Helle, Lonka, Olkinuora, TynjĂ¤lĂ¤
Collection: British Journal of Educational Psychology
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Popularity index: 7.5%
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 benefiting 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 by: Catherine Reverdy