The impact of research-based learning on student’s academic performance and motivation

Sumbawati, Meini Sondang; Anistyasari, Yeni

doi:10.1088/1757-899x/296/1/012043

Cited by 5 publications

(7 citation statements)

References 4 publications

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“…The findings of this study support Hidayah [20] and Susiani et al [21] who found that research-based learning can improve students' critical and creative thinking. In addition, other findings show that research-based learning is a fun learning model [9].…”

Section: Developmentioning

confidence: 99%

“…E-learning, as an electronic media in learning, has become the choice of universities in the world [7]. Some literature empirically indicates that the use of e-learning as a learning medium has been proven to be effective in increasing motivation and learning outcomes [8], [9]. The use of e-learning can not only overcome the problem of high numbers of students but also can significantly assist instructors in providing effortless and efficient access to the learning process [10], [11].…”

Section: Introductionmentioning

confidence: 99%

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Improving Student Capabilities through Research-Based Learning Innovation on E-Learning System

Ratnawati

Idris

2020

Int. J. Emerg. Technol. Learn.

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A current higher education curriculum has shifted from a training and professional development model to a capability development model, from work-oriented to a life orientation, from a teaching paradigm to a learning paradigm. The logical consequence of this shift requires innovation not only in the form of instruments and digitization of learning but also in learning innovation in the learning process and student learning experiences. This study aims to design learning innovations using research-based learning models that are integrated through e-learning to improve student capabilities. This study used research and development method with a 4-D model. This study found that there was an increase in the quality of learning in social studies learning courses and an increase in student capabilities through a research-based learning approach implemented through the e-learning system.

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Section: Developmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Student Capabilities through Research-Based Learning Innovation on E-Learning System

Ratnawati

Idris

2020

Int. J. Emerg. Technol. Learn.

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“…In general, professors may employ K different time slots g k in evaluation activities (public presentations), distributed along the entire semester (2). To generate a new potential activity schedule, a time slot c i must be associated to every activity a i but according to some given restrictions e j (3). Function f sch (•,•) makes that association.…”

Section: Mathematical Problem and Schedule Calculation: Graph Theorymentioning

confidence: 99%

“…In general, these new methodologies focus on generating a high added value for students in synchronous in-person sessions and activities. For example, in new proposals such as Flipped Classroom [2] or Research-based learning [3], in-person sessions consist of presentations, discussion, knowledge creation actions, and evaluation activities. In the context of engineering education, the most relevant methodologies are actually based on the 'Learning by Doing' paradigm [4], such as Project-based learning [5], challenge-based learning [6] or service learning [7].…”

Section: Introductionmentioning

confidence: 99%

Automated Activity Scheduling Tools for Improving Learning and Evaluation of Cybersecurity Competencies in Computer Engineering Courses

Bordel

Alcarria

Robles

2023

Int. J. Emerg. Technol. Learn.

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In the last ten years, many different innovative learning methodologies have been proposed for engineering education. In those new approaches, students learning, and evaluation are usually supported by a catalogue of creative activities, practices, and presentations which may be very numerous if competencies to be acquired are heterogeneous and must cover a large knowledge area, such as in cybersecurity courses. In addition, when a high number of students are enrolled in the course, deadlines must be strict, to enable professors to evaluate all students and activities properly and on time. Due to this requiring schedule, students often cannot work all competencies with the expected depth, and their learning decreases. New instruments are needed to facilitate the learning of the students and the evaluation process are needed. Therefore, in this paper we proposed a new automated scheduling tool, based on graph theory, to fill this gap. The tool employs graph coloring algorithms to calculate all possible schedules for evaluation activities. Students may freely choose the schedule that best fits their personal situation, learning progress, background, etc. using a web portal where all solutions from the coloring algorithm are displayed. This tool was deployed in the Computer Engineering degree at Universidad Politécnica de Madrid, Spain. A pilot experience was conducted for three years (2020-2022) in the context of a cybersecurity course to analyze how this new tool improves the learning and the evaluation process of students. Results show both academic results and the students’ and professor’ satisfaction improve in a significant manner.

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“…These also include laboratory design maker spaces and, in some cases, activities working with industry or small and medium enterprise to help find new solutions to challenges. There are many methods and approaches for teaching creativity and innovation that have arisen in the last few decades, including community of practice learning, [ 3 ] interdisciplinary cooperation teaching, [ 4 ] learning‐by‐doing, [ 5 ] process intensification, [ 6 ] outcome‐based learning, [ 7,8 ] problem‐based learning, [ 9 ] project‐based learning, [ 10 ] product‐based learning, [ 11 ] concept‐knowledge theory, [ 12 ] research‐based learning, [ 13 ] design thinking, [ 14 ] gamification and game storming, [ 15,16 ] Conceive‐Design‐Implement‐Operate (CDIO) approaches, [ 17–19 ] and entrepreneurial thinking. [ 20,21 ] These are all excellent approaches for teaching core engineering material with integrated experiential learning non‐technical skills (e.g., team work and creativity) but they still lack in‐depth promotion and deliberate inclusion of innovation in their approaches.…”

Section: Introductionmentioning

confidence: 99%

Instilling innovation and entrepreneurship in engineering graduate students: Observations at the University of Calgary

et al. 2021

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Today's employers not only want graduates who are critical thinkers and problem solvers that are able to work in teams, but also individuals that understand innovation and how to use entrepreneurial activities to move innovations to become benefits to society. For research-based graduate students, this is even more desired, with emphasis on an understanding of innovation processes and the realization of the role that innovation plays for the survival and growth of existing corporations as well as the key contribution it makes in start-up companies. Many engineering programs focus on traditional engineering attributes, and although these are essential elements that engineering graduates should learn through their training, little attention is paid to innovation and the conversion of innovations to realized impacts. Here, we review innovation and discuss our experience with trainees (graduate students and post-doctoral scholars) and how to engage them in innovation activities. Our observation is that innovation is coachable and can be cultivated in research-based trainees. We recommend nine actions (understanding the challenge, motivation, safe and mentored local environment, tolerance to failure, diversity, rewarding of passion, awareness of the external, internal-external environment, and creative destruction and preservation) that trainees should be exposed to in order to promote innovation and entrepreneurial activities so that they can establish and/or strengthen their innovation and entrepreneurship muscles, which hopefully continues after they leave university.

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The impact of research-based learning on student’s academic performance and motivation

Cited by 5 publications

References 4 publications

Improving Student Capabilities through Research-Based Learning Innovation on E-Learning System

Improving Student Capabilities through Research-Based Learning Innovation on E-Learning System

Automated Activity Scheduling Tools for Improving Learning and Evaluation of Cybersecurity Competencies in Computer Engineering Courses

Instilling innovation and entrepreneurship in engineering graduate students: Observations at the University of Calgary

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