Browsing by Author "Utriainen, Elisa"
Now showing items 1-2 of 2
-
Utriainen, Elisa (2023)This master’s thesis explores vocational education students’ experiences of immersive virtual learning environment. The thesis focuses on experiences of learning vocational skills in an immersive virtual learning environment that is designed for the field of profession. The research method of this study was qualitive. Research data was collected by observing the students whilst studying and in semi-structured interview. The observation was to support the interview data. The participants were five vocational students who have been using im-mersive virtual environment as one of the study environment during their vocational studies. Data analysis was done by using content analysis. According the results the students do experience that immersive virtual learning environment supports the development of their vocational skills as a part of students’ individual learning path. Some students experience that immersive virtual learning environment supports their vocational skills transfer to working life and some students experiences that immersive virtual learning environment supports mainly theoretical studies. Students experienced also various challenges, both technical challenges and challenges to use the virtual environment.
-
Utriainen, Elisa (2016)The aims of the study. Academic procrastination is a prevalent problem among students whose everyday life is often filled with deadlines. As up to 95 % of procrastinating students would like to decrease their delaying behaviour, and procrastination has many negative outcomes, it is important to study antecedents of procrastination and develop interventions. The current study employs Klingsieck's (2013) definition of procrastination which states that procrastination is "the voluntary delay of an intended and necessary and/or personally important activity, despite expecting potential negative consequences that outweigh the positive consequences of the delay". The purpose of the present study is to extend the current knowledge about motivational and volitional psychology perspective of procrastination, and the following research questions were answered: 1. What factors influence the study motivation of the procrastinating students? 2. What kind of interest do the procrastinating students express in their studies? 3. How do the procrastinating students perceive their self-efficacy to perform their studies? 4. What kind of volitional factors do the procrastinating students mention? Methods. The data consists of transcripted interviews of eight students identified as procrastinators in a previous study. The study is conducted as a qualitative, data-driven content analysis including the development of a category system for each research question. Additionally, these categories are used to create a student profile for each informant. Results and conclusions. The results indicate that procrastinating students had several factors which motivated them to study and they also expressed interest towards their studies. However, only two students expressed strong individual interest. Procrastinating students had doubts about their ability to succeed in their studies and found especially the beginning of their studies difficult due to insufficient skills to study at university. Finally, some of the students had self-regulative problems, and the profiles revealed that students' motivational and volitional features differed from each other. This study supports the view that students have individual patterns for the antecedents of procrastination and for that reason also different kinds of interventions should be available to them.
Now showing items 1-2 of 2