The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence

Show full item record



Permalink

http://hdl.handle.net/10138/329136

Citation

Vesikivi , P , Lakkala , M , Holvikivi , J & Muukkonen , H 2020 , ' The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence ' , Research Papers in Education , vol. 35 , no. 1 , pp. 64-81 . https://doi.org/10.1080/02671522.2019.1677755

Title: The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence
Author: Vesikivi, Petri; Lakkala, Minna; Holvikivi, Jaana; Muukkonen, Hanni
Contributor: University of Helsinki, Department of Education
University of Helsinki, University of Oulu
Date: 2020-01-02
Language: eng
Number of pages: 18
Belongs to series: Research Papers in Education
ISSN: 0267-1522
URI: http://hdl.handle.net/10138/329136
Abstract: Technological and social developments during the past years emphasise the importance of knowledge work competence. Additionally, funding of universities in Finland was changed to be based largely on yearly accumulated credits, therefore, improving retention is of critical importance for the institution. In order to improve first-year retention (measured by credit accumulation) and learning of knowledge work practices, Metropolia UAS changed the information technology curriculum by integrating single topic 3?5 credit courses into multidisciplinary 15 credit courses that included substantially more project work where students solve open-ended problems. This study focuses on investigating how the new curriculum influenced first-year retention, students? study experiences and self-evaluated development of knowledge work competence. Research data included study register data on course completion and student feedback collected through online questionnaires after each course. Retention rate was substantially improved compared to previous years. Furthermore, student collaboration and independence were found to increase overall satisfaction and to boost learning in project teams.
Subject: 516 Educational sciences
515 Psychology
First-year retention
knowledge work competence
information technology education
HIGHER-EDUCATION
UNIVERSITY
STUDENTS
SUPPORT
SUCCESS
DROPOUT
MODEL
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
Vesikivi_et_al_submitted_2019.pdf 512.4Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record