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A strategic approach to learning rewards first-year engineering students
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.ORCID iD: 0000-0002-4221-7326
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.ORCID iD: 0000-0001-5626-1187
Stockholm University, Sweden.
Stockholm University, Sweden.
2013 (English)In: 2013 Learning And Teaching In Computing And Engineering (LATICE 2013), IEEE , 2013, 143-147 p.Conference paper, Published paper (Refereed)
Abstract [en]

In a study investigating first-year engineering students’ approaches to learning and studying, a strategic approach to learning was shown to be the best predictor of academic achievement. A surface approach to studying was found to be a negative factor. A questionnaire was distributed to first-year students aiming for Master of Science in Engineering in either Computer Science or Media Technology in the beginning and the end of their first year of study. In the first instance 154 students (62 %) answered the questionnaire and 91 (35 %) participated on both occasions.

Place, publisher, year, edition, pages
IEEE , 2013. 143-147 p.
Keyword [en]
Approaches to learning, Engineering students
National Category
Computer Science Learning
Identifiers
URN: urn:nbn:se:kth:diva-123535DOI: 10.1109/LaTiCE.2013.40ISI: 000324484000020Scopus ID: 2-s2.0-84881089801ISBN: 978-0-7695-4960-6 (print)OAI: oai:DiVA.org:kth-123535DiVA: diva2:640231
Conference
1st International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2013; Macau; Macau; 21 March 2013 through 24 March 2013
Note

QC 20131024

Available from: 2013-08-13 Created: 2013-06-11 Last updated: 2016-10-26Bibliographically approved
In thesis
1. Do excellent engineers approach their studies strategically?: A quantitative study of students' approaches to learning in computer science education
Open this publication in new window or tab >>Do excellent engineers approach their studies strategically?: A quantitative study of students' approaches to learning in computer science education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is about students’ approaches to learning (SAL) in computer science education. Since the initial development of SAL instruments and inventories in the 70’s, they have been used as a means to understand students’ approaches to learning better, as well as to measure and predict academic achievement (such as retention, grades and credits taken) and other correlating factors. It is an instrument to measure a student’s study strategies – not how “good” a student is.

A Swedish short version of Approaches and Study Skills Inventory for Students (ASSIST) was used to gather information on whether we, through context and content, encouraged sustainable study behaviour among our students. ASSIST was used in two distinct situations: 1) Evaluation and evolvement of an online programming course design, and 2) Engineering education in media technology and computer science in a campus environment where approaches to learning has been evaluated and studied over time during the five year long programmes. Repeated measurements have been analysed against factors predicting academic achievement, and have been evaluated on a cohort level (not individual) in order to clarify patterns rather than individual characteristics.

Significant for both projects was that a surface approach to learning correlated negatively with retention. Students who adopted a combination of deep and strategic approach to learning performed better in terms of grades, ECTS credits completed and perceived value of the education. As part of developmental tools it can be beneficial to use ASSIST at a group level in order to see what kind of approach a course design or a programme supports among the students.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2016
Series
TRITA-CSC-A, ISSN 1653-5723 ; 26
Keyword
Approaches to learning, computer science engineering education, Computing education research, online learning
National Category
Human Computer Interaction
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-194208 (URN)978-91-7729-156-6 (ISBN)
Public defence
2016-11-18, F3, Lindstedtsvägen 26, Stockholm, 13:15 (English)
Opponent
Supervisors
Note

QC 20161028

Available from: 2016-10-28 Created: 2016-10-19 Last updated: 2016-11-01Bibliographically approved

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Svedin, MariaBälter, Olle

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