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dc.contributor.authorHämäläinen, Raija
dc.contributor.authorDe Wever, Bram
dc.contributor.authorNissinen, Kari
dc.contributor.authorCincinnato, Sebastiano
dc.date.accessioned2018-11-06T08:07:31Z
dc.date.available2022-02-01T22:35:08Z
dc.date.issued2019
dc.identifier.citationHämäläinen, R., De Wever, B., Nissinen, K., & Cincinnato, S. (2019). What makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults. <i>Computers and Education</i>, <i>129</i>, 27-36. <a href="https://doi.org/10.1016/j.compedu.2018.10.013" target="_blank">https://doi.org/10.1016/j.compedu.2018.10.013</a>
dc.identifier.otherCONVID_28682243
dc.identifier.otherTUTKAID_79277
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60108
dc.description.abstractThe ever-evolving technological landscape is challenging adults' problem-solving skills. The central goal of higher education (HE) is to guarantee a high level of know-how, which is in line with the changing demands of technology at work and in everyday life. This study builds on European data from the Programme for the International Assessment of Adult Competencies (PIAAC) to understand adults' (N = 53,407) skills for solving problems in technology-rich environments. The study provides insight into the socio-demographic, work-related, and everyday factors that are associated with a strong and a weak problem-solving performance. The results indicate that HE adults stand out from adults with other educational backgrounds. Having a higher education degree is related with strong problem-solving skills. Still, it is rather surprising that only 15% of HE adults are strong problem-solvers and that as many as 35% can be considered weak problem-solvers. Since this century requires citizens to possess more and more skills to resolve problems in technology-rich environments, this study identifies the indicators for problem-solving skills differences. Namely, this article presents the models that predict problem-solving performance on the basis of theoretical assumptions as well as empirical support. Our results indicate that HE adults' strong or weak performance seems to be associated with socio-demographic factors (especially age, gender, parental education, and native speaking skills), as well as work-related and everyday-life factors. The models presented in this study may be helpful when developing HE practices and new approaches to foster HE adults' problem-solving skills to meet the needs of technological advancement at work and in everyday life.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherPergamon Press
dc.relation.ispartofseriesComputers and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherproblem-solving
dc.subject.othertechnology-rich environments
dc.subject.otherhigher education
dc.subject.otherlarge-scale assessment
dc.subject.otherwork-based and everyday life learning
dc.subject.otherPIAAC
dc.subject.otherProgramme for International Assessment of Adult Competencies
dc.titleWhat makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201811054622
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-11-05T10:15:13Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange27-36
dc.relation.issn0360-1315
dc.relation.numberinseries0
dc.relation.volume129
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 Elsevier Ltd. All rights reserved.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.subject.ysososioekonomiset tekijät
dc.subject.ysoaikuiskoulutus
dc.subject.ysoinformaali oppiminen
dc.subject.ysooppiminen
dc.subject.ysotyössäoppiminen
dc.subject.ysoaikuiset
dc.subject.ysoongelmanratkaisu
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysoteknologia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2134
jyx.subject.urihttp://www.yso.fi/onto/yso/p300
jyx.subject.urihttp://www.yso.fi/onto/yso/p28042
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p10225
jyx.subject.urihttp://www.yso.fi/onto/yso/p5590
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p2339
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.compedu.2018.10.013
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis work was supported by the Academy of Finland [grant numbers 292466 and 318095, the Multidisciplinary Research on Learning and Teaching profiles I and II of JYU].
dc.type.okmA1


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