Research-Based Learning: Connecting Research and Instruction
5.2 Research-Based Learning
In the nineteenth century, Wilhelm von Humboldt echoed in 1809 the concept of combining research, teaching, and learning as follows: “The university teacher is no teacher anymore and the student is no learner anymore, but rather the student is conducting research while the professor is leading the research and assisting the students’ research activities [translated from German]” (Humboldt, 1984 , p. 71). Hence, the central idea of RBL is to actively involved students in ongoing research activities and let them develop their own research interests and questions (Huber, 2009 ).
RBL is a multifaceted approach for orchestrating a variety of learning and teach- ing strategies in order to connect research and instruction. Accordingly, the research
activity is regarded as an important tool for teaching and learning (Clark, 1997 ).
This involves (1) an active involvement of students in research projects, (2) the application of adequate research tools, (3) inclusive research approaches, and (4) research outcomes informing the (re-)design of the curriculum (Blackmore &
Fraser, 2007 ).
Healey ( 2005 ) introduced a matrix which identifi es various possibilities of cur- riculum design using the RBL approach (see Fig. 5.1 ). The horizontal axis repre- sents the emphasis on research content/processes, and the vertical axis represents the level of student engagement. The four categories represent conceptual models.
In practice, a curriculum may combine different perspectives.
A research - led curriculum is highlighting content informed by contemporary research and selected by the course instructor. This type of curriculum emphasis mainly information sharing. A research - tutored curriculum features student- produced research essays and discussion of research papers in working groups.
A research - oriented curriculum emphasises the research process rather than only the research outcomes. Hence, researchers/instructors identify how research prob- lems are approached by utilising various research methods and how scientifi c knowledge is constructed. A research - based curriculum involves the student in active research projects enabling them to learn as researchers, while the division of roles between researcher/instructor and student is minimised.
Fig. 5.1 Curriculum design using research-based learning approach (adopted from Healey, 2005 )
5.2.1 Principles of RBL
In general, effective curriculum design involves determining the objectives of the course, choosing adequate anchors, providing relevant information in an appropri- ate way and deciding which activity facilitates student understanding (Beck &
Krapp, 2006 ; Bosch, 2006 ). Additionally, the integration of RBL approach into cur- riculum may follow specifi c principles as shown in Table 5.1 (Baldwin, 2005 ; Blackmore & Fraser, 2007 ).
All principles for integrating RBL into curriculum presented in Table 5.1 may be tailored with regard to the subject domain, student’s expertise, and context of the institution. Still, they provide various options for effective curriculum design involving RBL (Clark, 1997 ).
Table 5.1 Principles for integrating research-based learning RBL principle Detailed description
Personal research focus Focus on current research projects
Illustrate problems to be solved in research projects Provide insights into theoretical and methodological
dilemmas of conducting research
Research overview Provide historical insights into theoretical concepts and methodological approaches
Critically refl ect on current fi ndings
Link current research with past research outcomes Active student participation Involve students as research assistants in current research
projects
Let students conduct self-guided research in selected parts of larger projects
Provide access to laboratories and venues of research Contemporary research focus Identify up-to-date research problems
Analyse current scientifi c publications and critically refl ect the theoretical and methodological arguments presented Research methods, skills,
techniques
Identify methods, skills, and techniques needed to solve research problems
Apply research methodology to current research problems Research activities as assign-
ments and assessment
Provide students data of existing research and let them refl ect the research approach analyses
Involve students in micro-assignments guiding them step by step through the research process cycle
Offer larger assignments focussing on conducting a complete research project
Research culture Provide an overview about ongoing research projects Invite guests presenting and discussing their current research Encourage active participation at workshops and conferences Assist students in organising student-centred workshops and
conferences
Values of scientifi c research Model the ethical and scientifi c values of the discipline Illustrate the research dissemination process (e.g. conference
presentations, journal publications)
5.2.2 Typology of RBL
RBL can be integrated into the curriculum in various ways. A typology of RBL identifi es three major types (Ludwig, 2011 ): (1) research interest, (2) research pro- cess, and (3) research community (see Fig. 5.2 ). The fi rst type of RBL focuses on research interest combining research interests and learning interests of students in order to identify research questions. Accordingly, students receive scaffolds for critically refl ecting on their individual learning progression and learning interests (Ifenthaler, 2012b ; Ifenthaler & Lehmann, 2012 ). The curriculum will be guided by the interest of students that is refl ected in their research and learning interests. The second type of RBL focuses on the research process by expanding the research and learning interests to the planning and realisation of research projects. The third type of RBL is the most comprehensive by emphasising the research community . It includes not only the research interests, research problems, and research process, but rather it includes the scientifi c community into the research process. This may include philosophy of science, research methodologies, and individual research identity. Hence, the students are encouraged to build their own research identity
Fig. 5.2 Typology of research-based learning
and getting actively involved in the scientifi c network. This may lead to a critical refl ection of the scientifi c fundamentals and acceptance of scientifi c responsibility (Huber, 2009 ).