Using the learning by developing action model: case study in project-based computer science studies in higher education institutions.

Abstract

Teaching methods change continuously. In the last 30 years, there has been a shift from traditional teacher-centred teaching to student-centred learning, which focuses on developing students' competence and skills, and enables lifelong learning and the development of problem-solving skills. Learning by Developing (LbD) is a pedagogical model developed and used by the Laurea University of Applied Sciences, where the starting point is authentically working life development and problem situations in cooperation with working life. LbD aims to produce new competencies, products, operating models and work culture. The LbD model has been developed since 2002 and is rooted in exploratory learning and Dewey's pragmatism. This thesis aims to study the use of LbD in three higher education institutions: Laurea and Haaga-Helia in Finland, and RGU in the UK. This study aims to get information about the development of computer science students' skills during the study module selected for the research, as well as their experiences with LbD as a learning method. Surveys and interviews have been used as research methods for data collection. In action research, the purpose is to study the organisation's operating methods and look for improvements. Action research progresses in cycles, and after each cycle, reflection is made based on the research results, which provides inputs for the next cycle. The research results have been analysed using both qualitative and quantitative methods. From all three higher education institutions, a study module in which the students were involved in implementing the client's IT project was chosen because that was the focus of the study. Data was gathered from various stakeholders in the LbD process, including staff, students and project clients. LbD is widely used at Laurea, and information has been collected from pedagogy staff about the backgrounds of LbD and experiences of using LbD. Information has been gathered from RGU and Haaga-Helia's pedagogy staff on whether the LbD model would also suit them as a pedagogical model. Lecturers of the study modules selected from all three higher education institutions have also participated in the study, as well as project clients who participated in these study modules. Information has been collected from lecturers and project clients through interviews. The study also aims to get information from lecturers and project clients about their experiences using LbD and its suitability for computer science studies. The studies have been carried out between the years 2019 and 2022. A critical goal of the study has also been getting information from all parties, including how they think the LbD model should be improved to work even better.