Is research-based learning effective? Evidence from a pre-post analysis in the social sciences
Bibliographic Data
| ID | 4097680 |
|---|---|
| Authors | Insa Wessels (0000-0002-7799-8409, bologna.lab, Humboldt-Universität zu Berlin, Berlin, Germany, corresponding author), Julia Rueß (bologna.lab, Humboldt-Universität zu Berlin, Berlin, Germany), Christopher Ge, Christopher Gess (bologna.lab, Humboldt-Universität zu Berlin, Berlin, Germany), Wolfgang Deicke (0000-0001-6227-7441, bologna.lab, Humboldt-Universität zu Berlin, Berlin, Germany), Matthias Ziegler (0000-0003-4994-9519, Humboldt-Universität zu Berlin) |
| Year | 2021 |
| Volume | 46 |
| Issue | 12 |
| Pages | 2595-2609 |
| Publication date | 2021-12-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2020.1739014 |
| OpenAlex | W3012495472 |
| Language | EN |
| Citations received | 25 |
| References cited | 36 |
Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined. We thus administered a pre–post-test study to N = 952 students enrolled in 70 RBL courses at 10 German universities and examined potential changes in cognitive and affective-motivational research dispositions. Latent change score modelling indicated that students increased their cognitive research dispositions, whereas most affective-motivational research dispositions decreased. The instructors’ interest in the students’ work served as a significant predictor of changes in research interest and joy. Practical implications for designing RBL environments can be inferred from the results
Cognition · Educational research · German · Higher education · Mathematics education · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology
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Expanding the Cure
Lacking measurement invariance in research self-efficacy
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Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention
Development of student teachers’ research competence in the context of research-based learning
Effectiveness of social science research opportunities
Trajectories of subject-interests development and influence factors in higher education
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Latent Variable Modeling of Differences and Changes with Longitudinal Data
Beyond Dichotomies
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Cutoff criteria for fit indexes in covariance structure analysis
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Evaluation of a BSW Research Experience
Integrating Service Learning into the Research Methods Course
Unskilled and unaware of it
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
Alumni Perceptions Used to Assess Undergraduate Research Experience
Approaches to personality inventory construction
Accuracy and bias in self-perception
Establishing the benefits of research experiences for undergraduates in the sciences
Becoming a scientist
Early undergraduate research experiences lead to similar learning gains for STEM and Non-STEM undergraduates
It feels more important than other classes I have done
Emotions and confidence within teaching in higher education
Researcher development
| Unique citing works | 25 |
|---|---|
| Citations per year | 6,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |