The Transformative Nature of Research-Based Education: A Thematic Overview of the Literature

Rijst, Roeland van der

doi:10.1007/978-3-319-50993-8_1

Cited by 14 publications

(9 citation statements)

References 61 publications

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“…The value of experiential learning and the combination of theory and practice highlight the implementation of the ID principle related to the application of new knowledge by learners (Merrill, 2002). These characteristics are also in line with the educational aims for RBL (van der Rijst, 2017). In addition, the acquisition of digital skills coincides with the findings of Goktas and Demirel (2012).…”

Section: (R21) Time-consumingsupporting

confidence: 52%

Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs

Marín

2020

AJET

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Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students’ final reflections. The results show the possibilities and challenges of using e-Portfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study.

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Section: (R21) Time-consumingsupporting

confidence: 52%

Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs

Marín

2020

AJET

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“…For example, by focusing on relations between student perceptions of research in teaching, the way students approach learning (i.e., knowledge transmission, reproduction, production) and student learning outcomes (e.g. Prosser and Trigwell 2014 ; van der Rijst 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Student learning outcomes, perceptions and beliefs in the context of strengthening research integration into the first year of medical school

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Rijst

Driel

et al. 2017

Adv in Health Sci Educ

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Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change.

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“…One of the possible approaches to enhancing the professionalism of pre-service teachers in higher education is the 'explicit integration of research and research-based learning in curricular frameworks' (Saunders, 2017, 3). Research-based learning (RBL) is defined as a set of teaching and learning approaches in which students actively engage in research activities such as problem-based learning or project-based learning (Rijst, 2017). In teacher education programmes, RBL may help pre-service teachers to integrate theory and practice, which may result in more successful classroom practice.…”

Section: Introduction and Review Of The Literaturementioning

confidence: 99%

Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

Marín

2021

REALIA

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Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.

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The Transformative Nature of Research-Based Education: A Thematic Overview of the Literature

Cited by 14 publications

References 61 publications

Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs

Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs

Student learning outcomes, perceptions and beliefs in the context of strengthening research integration into the first year of medical school

Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

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