Inquiry-Based Learning – Undergraduate Research

doi:10.1007/978-3-030-14223-0

Cited by 33 publications

(3 citation statements)

References 14 publications

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“…In higher education literature, various guidelines regarding effective teaching and student participation in inquiry-based learning are available (Coffman, 2017;Mieg, 2019;Pedaste et al, 2015). However, discussions on how these approaches are relevant and linked to student learning in international academic programmes and life-long learning contexts are inadequate; thus it requires further exploration.…”

Section: Case Studymentioning

confidence: 99%

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Younas

Khalid

Noor

2022

The Social Science Journal

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adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Case Studymentioning

confidence: 99%

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Younas

Khalid

Noor

2022

The Social Science Journal

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Section: Linking Contexts With Inquiry and Analysismentioning

confidence: 99%

Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities

Jamil

Alam

Radclyffe-Thomas

et al. 2020

Applied Pedagogies for Higher Education

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Real world learning and the internationalisation of curricula are relatively new considerations in contemporary higher education discourses. Inquiry and application lie at the heart of real world learning, and the internationalisation of academic programmes is expected to equip learners with diverse learning styles and global citizenship skills. However, combining these two sets of educational objectives for pedagogic success is challenging, mainly because of learners’ academic, social and cultural differences. The chapter addresses this problem theoretically and with the help of three real cases drawn from the UK and Bangladesh. The cases convey the ethos and procedures for accommodating diversity, inquiry, application of learning, and cross-cultural collaboration in international educational settings. The findings suggest several practical guidelines on creating authentic and long-term learning opportunities in higher education.

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“…Pētniecības kompetence ir sasniegusi augstāko kvalitāti, un jaunais zinātņu doktors var gatavoties nākamajameksperta līmenim. Pētnieciskā studiju procesā līdzās mācību un praktiskajai izziņai dominējošais izziņas veids ir pētīšana (inquiry); tajā atkarībā no studentu pētnieciskās darbības un arī prasmes līmeņa (Mieg, et al, 2017;Pedaste, et al, 2015) tradicionālās pedagoģiskās metodes integrējas pētījumā un veido didaktisko modeli, kas realizē pedagoģisko pieeju un studiju izziņas raksturu. Pētnieciskā studiju procesa struktūra ir pakārtota doktoranta maksimāli patstāvīgai nezināmā atklāšanai, kas veicina pētnieka kompetences attīstību personas īpašības kvalitātē.…”

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Doctoral Student’s Research Competence

Žogla

Lubkina

2020

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Uncertainties in conceptualizations of research skills and competences draw heavily on the changing process of the development of these qualities in education and the relative importance of employment at different education levels that follow the completed by students programs; these also have to meet the uncertainties in competence structure and development. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and teacher and educator work. These include: skill and competence definitions, structure, developmental dynamic and kinds of activities that ensure a stage-by-stage enhancement of these qualities. Research is among the most complicated activities at universities that students and educators have to cover; doctoral studies and the acquired competences are of a special concern. The aim of this article is to trace different approaches and classifications of the 21st Century competences, define research skills and researcher competence, as well as to provide a structure and development of a doctoral student’s competence in the area of education inquiry.

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Inquiry-Based Learning – Undergraduate Research

Cited by 33 publications

References 14 publications

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities

Doctoral Student’s Research Competence

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