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

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dc.contributor.author Vesikivi, Petri
dc.contributor.author Lakkala, Minna
dc.contributor.author Holvikivi, Jaana
dc.contributor.author Muukkonen, Hanni
dc.date.accessioned 2021-04-16T21:44:20Z
dc.date.available 2021-12-18T03:45:22Z
dc.date.issued 2020-01-02
dc.identifier.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
dc.identifier.other PURE: 127277823
dc.identifier.other PURE UUID: 526d886b-0e53-48e1-ba2e-1fb7ce74137b
dc.identifier.other WOS: 000490616600001
dc.identifier.other ORCID: /0000-0002-1086-1352/work/74071053
dc.identifier.other ORCID: /0000-0002-8289-4292/work/80577533
dc.identifier.uri http://hdl.handle.net/10138/329136
dc.description.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. en
dc.format.extent 18
dc.language.iso eng
dc.relation.ispartof Research Papers in Education
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject 515 Psychology
dc.subject First-year retention
dc.subject knowledge work competence
dc.subject information technology education
dc.subject HIGHER-EDUCATION
dc.subject UNIVERSITY
dc.subject STUDENTS
dc.subject SUPPORT
dc.subject SUCCESS
dc.subject DROPOUT
dc.subject MODEL
dc.title The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Technology in Education Research Group
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/02671522.2019.1677755
dc.relation.issn 0267-1522
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion
dc.relation.funder
dc.relation.grantnumber 2013-4764

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