Problem based learning in practice: understanding human water needs

Jenkins, James

doi:10.11120/plan.2006.00160032

Cited by 1 publication

(2 citation statements)

References 3 publications

(5 reference statements)

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Section: Methods Of Engaging Undergraduates Into Researchmentioning

confidence: 99%

“…This has been done using various methods in motivating students. This review examines some of these methods, which include: problembased learning (Simm, 2005;Jenkins, 2006;Allen et al, 2003;Lee, 2001; Center for Innovation in Teaching and Learning, 2022), problem-solving learning (Wilson et al, 2005;Smith et al, 2005;Aslan, 2021), student volunteering programs (Edwards et al, 2007a), Interactive web portal (Edwards et al, 2007b), internship (Healey, 2005a), experiential learning model (Gawel and Greengrove, 2005;Simm, 2005;Morris, 2020), "Cook-book" laboratory approach (Clough, 2002, cited in Apedoe et al, 2006Abdussyukur et al, 2021), Research projects (Healey, 2005a), assignments that involve elements of research (Healey, 2005;Gawel and Greengrove, 2005;Edwards et al, 2007b), Mini-Research Symposium/Seminars/Workshop/Conference (Gawel and Greengrove, 2005;Edwards et al, 2007b), Introduction to motivational or core curriculum courses (Helfand et al, 2013), Undergraduate publication (McKelvie and Standing, 2018). Only engagement methods relevant to this study will be examined in the ensuing paragraphs.…”

Section: Methods Of Engaging Undergraduates Into Researchmentioning

confidence: 99%

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Research-informed teaching for assessing BIM courses during COVID-19 and beyond

Abanda

2022

JARHE

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PurposeIn the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.Design/methodology/approachThe method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.FindingsThe main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.Research limitations/implicationsThe main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.Originality/valueThe study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.

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