Improvement of Learning Performances With Increased Guidance in Research-Based Learning

Introduction

Research-based learning (RBL), also known as inquiry-based or discovery-based learning, is a student-centric pedagogy in which students raise and frame questions, review the literature, collect and analyze data, communicate their results, and discuss them (Maass & Artigue, 2013; Willison & O’Regan, 2007). In doing these tasks, they base their explanations on evidence and connect them to scientific knowledge (National Research Council, 2000). Justice et al. (2009, p. 843) define RBL as “the set of practices designed to promote the development of higher-order intellectual and academic skills through student-driven and instructor-guided investigations of student-generated research questions.” The tasks of RBL enable students to understand the research process and develop their skills in critical thinking and academic writing (Walkington et al., 2011).

RBL implies a significant change from the historical approach to teaching in that it students are not only consumers but also producers of ideas and knowledge, and teachers become co-learners (Lambert, 2009). RBL emphasizes research processes and problems rather than content, treats students as participants rather than the audience, and teaching becomes more student-focused (Healey, 2005). This results in the creation of an inclusive research-based academic community, which benefits all stakeholders (Smith & Rust, 2011). Active engagement of students in projects improves their learning performances (Del Campo et al., 2020). In RBL, This is especially true for low-achieving students (Kogan & Laursen, 2014). Furthermore, it develops science literacy and research skills, increases the number of publications, and establishes long-lasting relationships between teachers and students (Brew & Jewell, 2012; Gormally et al., 2009; Justice et al., 2009). It also makes a more balanced and coherent workload between teaching and research activities, encouraging teaching faculty to become research-active and research faculty to become teaching-active (Smith & Rust, 2011). Overlap between students’ research projects and teachers’ research interests will create synergies and the motivation of teachers for RBL initiatives (Selje-Assmann et al., 2019). Consequently, both students and teachers will be more engaged in a process of active learning, leading to the establishment of a genuine learning community (Walkington et al., 2011). Finally, a shift from traditional teaching with ready-made answers to pre-determined questions towards RBL will teach better how to manage ambiguity and complexity and prepare undergraduate students better for uncertain work environments of the future (Brew & Jewell, 2012).

Despite these advantages, there can also be resistance from some teachers due to their limited understanding of RBL and accompanying fear to succeed with a different approach (Justice et al., 2009). There can also be resistance from some students RBL demands from them more cognitive efforts as well as more patience and tolerance towards frustration (Gormally et al., 2009). Since the development of research skills is slow, it is important to have continuous practice starting from the first year of the degree program (Knight & Yorke, 2004). These issues challenge the successful implementation of RBL initiatives.