Enhancing quality learning through experiences of research-based learning: implications for academic development

Brew, Angela; Jewell, Evan

doi:10.1080/1360144x.2011.586461

Cited by 59 publications

(41 citation statements)

References 9 publications

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“…The results of this study are consistent with the research was conducted at the University of Americas and Europe, as reported by (Angela Brew, 2001)in his research that a lot of the learning program is now in the college implement the research based learning, where the team of academic (lecturer) involve their students directly come into the research, Other research Brew & Jewell (2012) stated that almost all universities in the United states and Europe implement research-based learning model. Practices of research based learning is then developed with the aim to increase the research capability of graduates and entrepreneurial skills of graduates so that when they graduate from the university where they studied, they are not difficult to find jobs and even they can create employment for themselves and employment for others.…”

Section: Development Results Of Products Qualitysupporting

confidence: 80%

Developing research based learning to increase students’ entrepreneurial interest

Zen

Sihes

Reflianto

2018

Proceedings of the International Conferences on Educational, Social Sciences and Technology - ICESST 2018

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The aim of research was to develop research-based learning models to increase students' entrepreneurial interest in State University of Padang. It was begun by doing the related surveys for current situation of entrepreneurial teachingdid not provide yetthe knowledge and students' entrepreneurial expectations. For that reason need a researchbased learning to empower student's strategy in the field of real business as well as to improve students' self-evaluation in enhancing their ability to take the business opportunity as the manifestation of the entrepreneurship course. This research used research and development method with Triangulation Mixed Method Design. Updating of the models was done by doing the curriculum assessment with specialists and practitioners. The collection of the data used questionnaires, interviews, documentary studies, training and mentoring as well as Focus Group Discussion (FGD). Quantitative data were analyzed by using an experimental model by using independent t-test. The experimental results on the three classes showed that research-based learning models can give positive impact to students' entrepreneurial interest and this model had qualified and allowable to be used as teaching materials for entrepreneurship courses at the Education Faculty of State University of Padang.The developed model was expected become a feasible choice by entrepreneurshiplecturers to the implementation of entrepreneurship course for university students at faculty of Education in State University of Padang.

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Section: Development Results Of Products Qualitysupporting

confidence: 80%

Developing research based learning to increase students’ entrepreneurial interest

Zen

Sihes

Reflianto

2018

Proceedings of the International Conferences on Educational, Social Sciences and Technology - ICESST 2018

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“…For example, we found that students' high workload affects their motivation, which is supported by previous studies (Brew & Jewell, 2012;Harrison & Whalley, 2008;Wenderholm, 2004). Students give priority to courses with a schedule and regular activities and are thus less motivated to work on the research projects unless there is a clear structure.…”

Section: Student Motivationsupporting

confidence: 66%

“…Studies show that students have problems with time management, planning of their studies, coping with their workload, and organising group work (Brew & Jewell, 2012;Harrison & Whalley, 2008;M. Todd, Bannister, & Clegg, 2004;Wenderholm, 2004).…”

Section: Previous Studiesmentioning

confidence: 99%

“…Sri Lankan institutions of higher education will face new challenges due to this new policy as "Learning through inquiry" or research is a particular kind of pedagogy (Panasan & Nuangchalerm, 2010) where practices range from traditional essays to research-based, inquiry-based, or problem-based inquires (Brew & Jewell, 2012). The objective of a research-based inquiry is to solve a problem and add new knowledge to the discipline, while project-based inquiry aims at applying existing knowledge in an innovative way to solve a practical problem.…”

Section: Introductionmentioning

confidence: 99%

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About the Challenges in Undergraduate Research Projects: An Explorative Case Study in a Sri Lankan National University

Peiris¹,

Barbutiu²,

Hansson³

2018

IJLTER

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Abstract.Conducting research and writing a thesis about it is regarded as a distinctive pedagogy (learning through inquiry) within higher education which brings new challenges to all parties involved. To complete a thesis, students should select a problem, make a systematic plan, implement the plan and, finally, write a report of the process and findings. Students do have a supervisor to guide and support them, but it is the student who plays the key role in the whole research process. The present study is a qualitative, explorative case study to understand the challenges related to research projects within undergraduate management degree programmes in a Sri Lankan national University. Data have been collected using interviews and focus group discussions in six-degree programmes, with around 40 participants in total. The study focuses on identifying problematic areas and creating a general picture of why students' research projects are not progressing favourably. Six main challenges were identified: student motivation, student-supervisor relationships, skills and knowledge, students' workload, the structure of the research project course, and resources and ICT tools. These problematic areas are complex and multidimensional. Therefore, further studies are required to truly understand the complex interrelatedness of these areas.

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“…Studies investigating students' perceptions of and attitudes towards moving from a 'learning paradigm' to a 'discovery paradigm' have largely established that learners acquire knowledge most effectively when engaged in their own research projects. Regularly highlighted benefits include increased confidence, intellectual advancement through operating in the mode of researcher, development of critical thinking and problem-solving skills, and understanding scientific mechanisms and underpinnings, both conceptually and in practice (Brew and Jewell 2011;Healey et al 2010;Justice et al 2007;Spronken Smith and Walker 2010;Visser Wijnveen et al 2010).…”

mentioning

confidence: 99%

Learning through inquiry: a Global Health Hackathon

Kienzler

Fontanesi

2016

Teaching in Higher Education

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Enhancing quality learning through experiences of research-based learning: implications for academic development

Cited by 59 publications

References 9 publications

Developing research based learning to increase students’ entrepreneurial interest

Developing research based learning to increase students’ entrepreneurial interest

About the Challenges in Undergraduate Research Projects: An Explorative Case Study in a Sri Lankan National University

Learning through inquiry: a Global Health Hackathon

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