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

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.

KEYWORDS:

• First-year retention
• knowledge work competence
• information technology education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Petri Vesikivi

Petri Vesikivi, MSc Eng., is Principal Lecturer at Metropolia UAS. He teaches mobile programming and other software engineering courses. His research interests include educational development, collaboration and team work. He is studying computer science education research at Aalto University, Espoo, Finland.

Minna Lakkala

Minna Lakkala, Ph.D. (Psychology), works as a university researcher at the University of Helsinki. She is specialized in technology-enhanced teaching and learning, knowledge creation pedagogy and competence learning in all educational levels. She has participated in several national and international research and development projects concerning educational practices since 1998.

Jaana Holvikivi

Jaana Holvikivi, DSc (Eng)., was a principal lecturer at Metropolia UAS in Helsinki, Finland. She has taught  software engineering, and UX courses over 20 years, and published widely on the field of software education and international education. Her research interests include cross-cultural education, ICT4D, collaborative methods and usability issues.

Hanni Muukkonen

Hanni Muukkonen is a professor in Educational Psychology at the Faculty of Education, University of Oulu, Finland. Her current research focuses on collaborative learning, knowledge creation, learning analytics, and technology in education.