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 emphasize 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 (University of Applied Sciences) 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 firstyear 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.

Widening Access to Applied Machine Learning with TinyML

“…This approach gives our course the unique value of allowing participants to fully develop and use their own TinyML projects at home. This type of hands-on project-based learning has been shown to enhance learning, motivation, and retention (Krajcik & Blumenfeld, 2006;Vesikivi et al, 2020). For instance, participants collect their own custom keyword data for training a KWS model, giving them first-hand experience with the challenges of getting ML models to work accurately.…”

“…Hands-on, lab-based MOOCs. It is well accepted that hands-on learning with lab components is an effective teaching method as it helps learners reinforce core concepts and build deeper understanding (Krajcik & Blumenfeld, 2006;Vesikivi et al, 2020). However, teaching handson learning with a lab component online, globally, is logistically challenging.…”

Project-based learning in an accounting graduate program

“…In agreement, Barbosa and Moura (2013) point out that the existence of real cases is a presupposition of this methodology, which provides greater learning when compared to traditional teaching models. More broadly, Vesikivi, Lakkala, Holvikivi, and Muukkonen (2019) highlighted that PBL enables knowledge integration, and when adopted fully into the program's curriculum, it can contribute to reducing student retention early in the program.…”

Um Relato de Experiência do Acolhimento d@s Calour@s do Departamento de Ciência da Computação da Universidade de Brasília

“…Como pode ser observado no relatório da ACM (Association for Computing Machinery) em [Stephenson et al 2018], nas instituições americanas, questões que se destacam em relaçãoà retenção dos alunos em Computação envolvem: as dificuldades no primeiro ano do aluno em um curso superior em Computação; a primeira matéria de programação; assim como também a diferença de background e a questão da falta de diversidade entre os alunos de Computação. Outros estudos, também destacam comoé complexo para o aluno de Computação o seu primeiro ano no curso [Prickett et al 2020, Giannakos et al 2017, Vesikivi et al 2020.…”