Searching for Global Employability: Can Students Capitalize on Enabling Learning Environments?

Autor/inn/en	Isomöttönen, Ville; Daniels, Mats; Cajander, Åsa; Pears, Arnold; Mcdermott, Roger
Titel	Searching for Global Employability: Can Students Capitalize on Enabling Learning Environments?
Quelle	In: ACM Transactions on Computing Education, 19 (2019) 2, Artikel 11 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Employment Qualifications; Student Projects; Student Motivation; Computer Software; Computer Science Education; Educational Environment; Creativity; Foreign Countries; Student Attitudes; High School Students; College Students; Teaching Methods; Active Learning; Finland + Suchen Sie Ihr Suchwort? Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Schulprojekt; Schulische Motivation; Computer science lessons; Informatikunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kreativität; Ausland; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Finnland
Abstract	Literature on global employability signifies "enabling" learning environments where students encounter ill-formed and open-ended problems and are required to adapt and be creative. Varying forms of "projects," co-located and distributed, have populated computing curricula for decades and are generally deemed an answer to this call. We performed a qualitative study to describe how project course students are able to capitalize on the promise of enabling learning environments. This critical perspective was motivated by the circumstance of the present-day education systems being heavily regulated for the precipitated production of human capital. The students involved in our study described education system-imposed and group-imposed narratives of narrowed opportunities, as well as many self-related challenges. However, students welcomed autonomy as an enjoyable condition and linked it with motivation. Whole-group commitment and self-related attributes such as taking care of one's own learning appeared as important conditions. The results highlight targets for interventions that can counteract constraining study conditions and continue the march of projects as a means to foster complex learning for the benefit of students and professionalism in global software engineering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01