From Research-Based Learning to Research Output

Lessons from an Undergraduate Course in Germany

Bibliographic Data

ID12377660
AuthorsMahmoud Farag (0000-0003-4625-3735, Goethe University Frankfurt, corresponding author)
Year2023
Volume56
Issue4
Pages487-492
Publication date2023-03-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096523000227
OpenAlexW4361007181
LanguageEN
Citations received2
References cited12

Research-based learning adopts a “learning-by-doing” approach toward teaching research. This article documents the experience of publishing a coauthored article with undergraduate students that grew out of a research-based–learning course at Humboldt University of Berlin, Germany. In particular, I reflect on the opportunities and challenges of engaging undergraduate students in research. The article demonstrates that research-based–learning courses must maintain a balance between the research process and research output. Too much focus on output overlooks students’ need to gain substantive knowledge, and the exclusive emphasis on the research process might reduce their motivation. Generally, students appreciate the autonomy and horizontality of relationships in research-based learning. Furthermore, the article shows that the knowledge and skills gained by students through research-based–learning courses facilitate their engagement in follow-up research projects, thereby paving the way for publishing research

Autonomy · Mathematics education · Pedagogy · Political science · Process (computing · Publishing · Computer Science · Doctoral Education Challenges and Solutions · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Psychology