Abstract
This chapter makes a case for the importance of research-based learning (RBL) from a comparative international point of view. It highlights traditions that have shaped RBL modules for universities, as suggested by cases in Finland, Australia, and Germany. Although the three institutions diverge in their histories and study programs, they include an element of RBL beyond the traditional research-driven thesis projects in undergraduate and postgraduate degrees. A combination of both collaborative auto-ethnographic narratives of academics and student perceptions assisted in capturing RBL as a transformative teaching strategy. RBL has proven to be a convenient toolkit to tackle current societal issues beyond academic endeavors. It is also a way to develop relevant skills for graduate employability in a digital world.
TopRbl Background And Examples
A large and growing body of literature has emphasized the importance of RBL. Huber (2014 cited in Wessels et al., 2020) defined RBL as an instructional format in which students work through the entire research process in a self-regulated manner, guided by their research questions. The design of RBL emphasizes the research process and problems rather than content. It treats students as participants rather than an audience (Healey, 2005).
The research process includes the learning paradigm, which explores existing knowledge through literature review, and the discovery paradigm or empirical study (Levy & Petrulis, 2012). Inquiry-driven learning requires students to use scientific reasoning and critical thinking when combining scientific knowledge and processes to generate a perception of science (Bianchini & Colburn, 2000; Duran & Dokme, 2016). Students learn through cause and effect, relational and critical thinking, and combining scientific knowledge and operations. Critical-thinking skills are developed through discovery and investigation in authentic settings (Acar & Tuncdogan, 2019; Stanford et al., 2017; Wartono et al., 2019). Thus, no research project and approach are the same.
Key Terms in this Chapter
Research-Based Learning: A learning approach that focuses on the importance of research.
STEM: Major natural sciences of science, technology, engineering, and mathematics.
Humboldt Project: An optional student research project the year before writing the bachelor’s thesis. Students choose their topic in close cooperation with their professor. Students work on this project for one or two semesters (in addition to other courses). Results are presented at student research day, a biannual student research conference.
Auto-Ethnography: A technique that captures the highly subjective and subjective experiences of a researcher. Inherent friction is caused by the researcher’s role in production and analysis.
University of Applied Sciences: A higher education institution that offers degrees at undergraduate and postgraduate levels (not doctoral). This focuses on applied research.
Honors Degree: An additional year of study at the undergraduate level in Australian universities. Students can sharpen their research skills, as well as begin their pathway to postgraduate programs.