Research-Based Learning: Connecting Research and Instruction
5.3 Realising Research-Based Learning
5.3.2 RBL Curriculum Design and Realisation
In the light of the theoretical assumptions of RBL and results of previous course evaluations, the curriculum “Introduction to Quantitative Research Methods” was redesigned and implemented at the University of Freiburg in 2008. However, the increasing student numbers and limited capacity of teaching staff did not allow for dividing the student cohort of approximately 80–100 students into smaller groups.
Accordingly, the lecture was kept as a central part of the curriculum. Figure 5.3 illustrates the constituents of the curriculum.
Table 5.2 Curriculum “introduction to quantitative research methods” before RBL approach Semester
and week Lecture topic Tutorial topic
1.01 Empirical educational research Research database introduction 1.02 Construction of questionnaires part 1 Review of questionnaires 1.03 Construction of questionnaires part 2 Review of questionnaires
1.04 Frequencies part 1 Exercise
1.05 Frequencies part 2 Exercise
1.06 Types of average: mode, median, mean part 1 Exercise 1.07 Types of average: mode, median, mean part 2 Exercise
1.08 Measures of dispersion part 1 Exercise
1.09 Measures of dispersion part 2 Exercise
1.10 Contingency table part 1 Exercise
1.11 Contingency table part 2 Exercise
1.12 Correlations part 1 Exercise
1.13 Correlations part 2 Exercise
1.14 Mock exam Written exam preparation
1.15 Written exam –
1.16 Wrap-up session –
2.01 Empirical educational research Statistics software introduction
2.02 Hypotheses Exercise
2.03 Chi-square test Exercise
2.04 t -Test Exercise
2.05 Analysis of variance Exercise
2.06 Correlations part 1 Exercise
2.07 Correlations part 2 Exercise
2.08 Linear regression part 1 Exercise
2.09 Linear regression part 2 Exercise
2.10 Logics of statistical testing Exercise
2.11 Objectivity Exercise
2.12 Reliability Exercise
2.13 Validity Exercise
2.14 Mock exam Written exam preparation
2.15 Written exam –
2.16 Wrap-up session –
The weekly 2-h lecture introduced a new topic each week of the semester and addressed open questions posted in the learning management system (LMS;
Moodle) and issues raised in the tutorials and research project. Additionally, the lecture informed students about the laboratory experiment and the research project.
Every 20 min, a student activity was included in the lecture in order to increase student engagement (Rocca, 2010 ). These activities were in line with the principles of RBL outlined in Table 5.1 , e.g. formulation of research questions and hypothe- ses, refl ection of applied research methods, comparison of historical research out- comes or calculation of statistical procedures. Results of these activities were discussed in student groups or reported and discussed further in the tutorials and the course LMS. Table 5.3 shows the lecture topics of the redesigned curriculum.
The weekly 2-h tutorials (comprising maximum 12 students each) were delivered by teaching assistants. The tutorials were held in the university’s SMARTroom, i.e. a computer laboratory with high-level hard- and software technology (Blumschein, Ifenthaler, & Pirnay-Dummer, 2007 ). Open questions from the lecture were addressed, and additional reading materials were refl ected in the tutorials. Additionally, statisti- cal software applications were introduced, e.g. SPSS and r Statistics. Each tutorial offered students the opportunity to develop their expertise in areas of particular inter- est—so-called expertise areas. These expertise areas are refl ected in the steps of the research process cycle (see Fig. 5.4 ). Accordingly, in each tutorial, at least three stu- dents developed their expertise in theory building and hypotheses formulation, three students focussed on research methodology, three students concentrated on data analysis, and three students focussed on reporting of research projects. The student experts took over a specifi c lead role in the research project.
Fig. 5.3 Constituents of the RBL curriculum
Table 5.3 Curriculum “introduction to quantitative research methods” with RBL approach Semester
and week Lecture topic Tutorial topic
Research project focus
1.01 Philosophy of science Research culture at university
Theoretical foundation 1.02 Logics of educational
research
Values of scientifi c research
Theoretical foundation 1.03 Quantitative and qualitative
research
Research management Research methodology 1.04 Operationalisation Construction of
questionnaires
Research methodology 1.05 Research project refl ection Research project refl ection Research
methodology 1.06 Measurement and scaling Construction of
questionnaires
Data collection 1.07 Frequencies Using SPSS and r Statistics Data collection 1.08 Types of average Using SPSS and r Statistics Data collection 1.09 Measures of dispersion Using SPSS and r Statistics Data analysis 1.10 Contingency tables Using SPSS and r Statistics Data analysis 1.11 Correlation analysis Using SPSS and r Statistics Data analysis 1.12 Research project refl ection Research project refl ection Data analysis 1.13 Research quality criteria APA guidelines Research publication 1.14 Mock exam Written exam preparation –
1.15 Written exam – –
1.16 Research project poster session
– Research publication
2.01 Logics of inferential statistics
Research culture at university
Theoretical foundation 2.02 Probability Ethics of scientifi c research Theoretical
foundation
2.03 Distributions Experiments and
quasi-experiments
Research methodology 2.04 Parametric and non-
parametric statistics
Research quality criteria Research methodology 2.05 Research project refl ection Research project refl ection Research
methodology 2.06 Chi-square test Application of research
instruments
Data collection 2.07 Paired samples t -test Using SPSS and r Statistics Data collection 2.08 Independent t -test Using SPSS and r Statistics Data collection 2.09 Analysis of variance Using SPSS and r Statistics Data analysis 2.10 Post hoc analysis Using SPSS and r Statistics Data analysis 2.11 Effect size Using SPSS and r Statistics Data analysis 2.12 Research project refl ection Research project refl ection Data analysis 2.13 Regression analysis APA guidelines Research publication 2.14 Mock exam Written exam preparation –
2.15 Written exam – –
2.16 Research project poster session
– Research publication
The research project was the driver of the overall course and was sequenced in order to follow the research process cycle (see Fig. 5.4 ). The lecturer introduced a current research problem (e.g. teacher’s perception of school development) at the beginning of each semester, and students were asked to form small research groups (approximately four students per group). After a self-guided in-depth literature review, students were asked to identify research problems within the larger context of the research project (e.g. what factors hinder teachers from active participation in school development?). In a next step, students developed the research methodology including instruments and procedures. Depending on the status of the overall research project, instruments were provided by the lecturer or were developed as pilot instruments by the students. The lecturer and teaching assistants helped in organising the sample for the data collection (e.g., necessary permissions, make contact to stakeholders, provide infrastrucure). The data analysis was performed within groups in the tutorials, while problems and outcomes were addressed in the lectures to enable students to develop a broader understanding of the issues emerg- ing across all the projects. As a fi nal outcome of the course, students produced a research project report following scientifi c guidelines, e.g. APA (American Psychological Association, 2010 ).
Fig. 5.4 Research process cycle
The laboratory experiments introduced students to experimental research through active participation. Accordingly, students participated in a laboratory experiment during the initial weeks of the semester. Later, students were introduced to the research questions, hypotheses, design, materials, and procedure of the laboratory experiment. Hence, a critical refl ection of the research was possible from different perspectives (participant and researcher).
Table 5.3 shows the redesigned two-semester curriculum including lecture and tutorial topics as well as research-based project activities. Web 2.0 technology was omnipresent in the overall curriculum design, e.g. LMS, discussion boards, fi le sharing, and groupware.