Abstract:

The primary purpose of this study is to determine whether the Learning by Developing (LbD) pedagogical model is a suitable learning method for computer science students in three higher education institutions (HEIs). This study describes and compares results from surveys and interviews collected during the project-based study modules of computing science students at two Finnish universities of applied sciences and one UK university. The research also aims to study the development of students' skills in study modules that use the LbD model, including a customer project. The experiences of lecturers and clients in using the LbD model are also studied, and their opinions are asked about LbD's suitability for project-based study modules that include a client project.

In addition, the study's purpose is to collect information for developing the LbD model. Regarding the development of the LbD model, several different objectives have been identified. One goal is to get information about how the LbD model fits in other HEIs than the one it was developed for and how this should be considered. In addition, the research aims to obtain information on how the LbD model should be extended to be an up-to-date and functional model in the future. In addition, a need has been identified to create a concrete and practical tool to support working life-oriented project-based study modules, which can also be used in connection with the LbD model.

The LbD model was developed at the Laurea University of Applied Sciences (Laurea) in Finland, where the research started. First, Laurea's LbD experts were interviewed to get background information on why the LbD model was chosen as the prevailing pedagogical method in the spring of 2019. The project-based study module of computing science students was selected as the research object, which included a customer project. Research data from computing science students was collected through a survey and from lecturers and customers through thematic interviews in the fall of 2019. The following research target was Robert Gordon University (RGU) in the UK. Background information was collected from RGU's pedagogy expert through an interview to understand the pedagogical models and practices used at RGU. After this, research data was collected from computing science students who participated in the project-based study module and from lecturers and clients in the fall semesters of 2020 and 2021. In the spring of 2022, one more research cycle was conducted at Haaga-Helia University of Applied Sciences (Haaga-Helia) in Finland. The subject of the study in Haaga-Helia was also the project-based study module for computing science students. Research data in Haaga-Helia was also collected using a survey from students and theme interviews with lecturers and customers.

Based on the research results, using LbD as a pedagogical method is well suited to the study modules of computing science students, which include a working life-oriented customer project. However, using and implementing the LbD action model requires a good understanding of the principles of LbD and careful preparation by the lecturers even before the start of the study module. Using LbD as a pedagogical method also requires the commitment and close cooperation of all parties, lecturers, students and customers, throughout the study module.

Keywords:

Learning by Developing, Pedagogy Model, Learning Method, Computer Science.