Abstract:

Laurea University of Applied Sciences has been developing a pedagogical framework for learning called Learning by Developing (LbD) which is based on authenticity, partnership, experiential learning, research and creativity. Students are learning in different developmental projects from the beginning of their studies. The main goal of this model is to produce new knowledge for all partners of the collaborative learning process (Pedagogical Strategy 2007). The LbD model has recently been evaluated by an international evaluation team (see more in Vyakarnam et al 2008). However, the model hasn’t been specifically studied from the point of view of motivational psychology and student well-being.

The objective of this qualitative study is to examine students’ perceptions of how the LbD model is influencing learning motivation and student well-being. The rationale for the research is to examine the LbD model from the point of view of motivational theories and of student well-being. The motivation theories concerned are the Self-Determination Theory by Ryan and Deci (2000) and the Goal Setting Theory by Locke and Latham (2002, 2006). The student well-being model is developed in Finland by Kristina Kunttu and is presented in the national health survey of the Finnish higher education students (Kunttu & Huttunen, 2008).

The following research questions are addressed:
1) When students are practising the LbD model, what kinds of supporting versus thwarting qualities are perceived from the point of view of a) motivational theories; b) student well-being model
2) How can the LbD model be used so that it will facilitate students’ learning motivation and well-being in European higher education?

The research strategy

As a data gathering method this qualitative research makes use of self-reports of the students of third and fourth year. The participants have been chosen from different campuses of Laurea, and they represent different study fields. The data gathering took place during the academic year 2008-2009. The research context is the Greater Helsinki Region. The data is analysed in accordance with data-driven qualitative approaches, applying interpretative content analysis (Denzin & Lincoln 1994).

Conclusions or expected outcomes of the findings:

The results of the present study form the basis for discussion of how the LbD model is influencing learning motivation and student well-being of higher education students. By considering the psychological factors according to the Self-Determination Theory and the Goal Setting Theory in relation to the student well-being model it is possible to find some suggestive explanations for the perceived possibilities of the LbD model. Furthermore, it is possible to discuss how in different contexts and with different individuals the LbD model can be used so that it will support student’s innate psychological needs thus facilitating learning motivation and student well-being in European higher education. Implications of the study for general discussion of the role of motivational factors and student well-being in different pedagogical frameworks will be discussed in the paper.

Keywords:

Learning by Developing, Motivation, Student well-being.