Külli Kori

Integration of Estonian Higher Education Information Technology Students and Its Effect on Graduation-Related Self-efficacy

Low graduation rates in higher education are problem in many countries. This study investigates Estonian higher education IT studies, where focus is on interaction with computers, but first-year dropout rates are very high. The aim of the study was to establish which factors influencing dropout based on the literature are associated with each other, and according to Tinto’s dropout model, to investigate the role of academic experience and social work-related experience in first-year IT students’ graduation-related self-efficacy. Data were collected from 509 Estonian first-year IT students. The initial model shows that bivariate association found in the literature give a simplified impression of the graduation-related self-efficacy. Although Tinto’s model can be implemented in first-year IT studies, IT work experience has a much greater effect on the graduation-related self-efficacy than academic experience. This means that working in IT field is very important for students in Estonian IT curricula and universities should take this into account.

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and tested with 54 students (aged 14–18 years) how its rich technology and complexity could be applied in supporting students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. Reflection questions were applied in supporting inquiry. In this article, we show how different skills and knowledge improved and how these are related with each other.

When Students Benefit from Analyzing Their Inquiry

There is a need to find out how to enhance the effect of a generally successful inquiry approach in schools. In our study, we hypothesized that supporting students’ reflection could have a positive effect on their general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. A scenario-based complex technology-enhanced learning environment called Science Created by You was used by 54 students (age, 14–18 years). The results demonstrated that students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge all improved statistically significantly; however, no changes were found in reflective activities—in analyzing inquiry, in assessing the value of analysis, and in considering alternative solutions. Indeed, students’ domain-related skills were associated with reflection. The students with a higher level of knowledge analyzed their inquiry more often, and they considered more often alternative solutions of inquiry. No associations were found between domain-related knowledge and inquiry knowledge or skills.