Learning Workplace-Relevant Competence in Agricultural Sciences Courses: Students’ Perceptions
Lakkala, Minna; Muukkonen, Hanni; Kymäläinen, Hanna-Riitta; Ilomäki, Liisa; Seppänen, Mervi; Kokkonen, Tuomo; Toom, Auli (2023-12-01)
Center for Excellence in Teaching, Georgia Southern University
01.12.2023
Kokkonen, Tuomo; and Toom, Auli (2023) "Learning Workplace-Relevant Competence in Agricultural Sciences Courses: Students’ Perceptions," International Journal for the Scholarship of Teaching and Learning: Vol. 17: No. 2, Article 8. Available at: https://doi.org/10.20429/ijsotl.2023.17208
https://creativecommons.org/licenses/by-nc-nd/4.0/
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
https://creativecommons.org/licenses/by-nc-nd/4.0/
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
https://creativecommons.org/licenses/by-nc-nd/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202312083587
https://urn.fi/URN:NBN:fi:oulu-202312083587
Tiivistelmä
Abstract
The aim of this Scholarship of Teaching and Learning (SoTL) study was to examine instructional methods that promote students’ generic workplace-relevant competence in university education. We investigated courses that differed from each other in their ways to engage students in practicing collaborative knowledge work and career skills. Students from three agricultural sciences courses answered a questionnaire to self-assess their learning of collaborative knowledge-work practices and studying in the courses. The students assessed that the course based on real project work supported the learning of collaborative knowledge practices better than the courses that did so through simulated practices or group work for content learning. Students appreciated tasks where they did something for further use, like producing a CV or solutions for a customer. The results indicate that authenticity of course activities and outputs are important characteristics of assignments aiming at enhancing workplace-relevant competencies and learning of knowledge-work practices.
The aim of this Scholarship of Teaching and Learning (SoTL) study was to examine instructional methods that promote students’ generic workplace-relevant competence in university education. We investigated courses that differed from each other in their ways to engage students in practicing collaborative knowledge work and career skills. Students from three agricultural sciences courses answered a questionnaire to self-assess their learning of collaborative knowledge-work practices and studying in the courses. The students assessed that the course based on real project work supported the learning of collaborative knowledge practices better than the courses that did so through simulated practices or group work for content learning. Students appreciated tasks where they did something for further use, like producing a CV or solutions for a customer. The results indicate that authenticity of course activities and outputs are important characteristics of assignments aiming at enhancing workplace-relevant competencies and learning of knowledge-work practices.
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