Research based learning is an especially important component in “Active Knowledge” of seven affordances [Cope and Kalantzis, 2017]. In research-based learning, teacher can give problems or provide the key areas which need to be addressed. It is an inquiry-based learning which could be problem-based, project work, field work, case studies. Research based learning involves engaging in all the forms of study material and involves the learner continuously and simultaneously. Students are free to explore problems and look for solutions. Being PhD myself, I can state that learning through research is enormous and quite fulfilling. As biotechnology professor, I am a strong believer in research-based learning as an especially useful and effective platform in active knowledge making. In today’s world, there is a need of innovative professionals who need to develop higher order thinking skills and its foundation is laid on creativity and research [Rodriguez, 2019]. This gap is fulfilled by research-based learning.

The research Projects can be of many types.

Address new scientific problem: Project addresses new problem and reported as research article under the subheads (Fig. 1).

Fig. 1. Research paper subheads.

Derive hypotheses based on existing knowledge

Discover new problems

Design and evaluate new methods

Verify theory

I am a Biotechnology professor, and, in my Institute, there is lot of emphasis on project-based learning. Students work well if they are given direction and encouraged to do the groundwork. They come up with interesting points and can analyse the findings. In fact, many students who were not high academic achievers, have done very well with full dedication and perseverance on their research projects. Their energy and level of commitment have been commendable.

Research based learning has many advantages [Learning Principles; Rodriguez, 2019].

Higher order thinking: It helps to develop creativity (Fig. 2), the ability to analyse, and solve problems.

Creative thinking

Fig. 2. Creative thinking. Accessed from https://www.shutterstock.com/image-vector/flat-line-icons-set-creative-thinking-211393048 Free resource

Communications skills: The learner becomes proficient in critical reading and effective communication.

Teamwork: Many research projects require expertise in different areas so interdisciplinary and collaborative work becomes essential for the success of a project.

Independent thinker: Working on the project helps to develop self-reflection, become independent thinker, and develop maturity.

Emotional and Social aspects: Interesting projects motivate the learner and satisfaction of accomplishment develops emotional, social, and intellectual skills.

Quality learning: Goal directed learning; regular monitoring of progress enforces quality learning.

Leadership roles: The skills to manage projects help to foster the leadership qualities.

There are few limitations. Teachers must put in lot of extra work to guide students through their research journey and trouble shoot their data and monitor their writing critically. Sometimes in group project, laid back students’ potential might not be fully utilised. Organizational issues like timing, availability of tutor, cost, and evaluation also need to be considered.

In short, research-based learning is effective for a shift from traditional ‘knowledge consumer’ to ‘knowledge producers’ or ‘participatory learning’. It helps to develop a holistic individual and facilitates knowledge designer and as Bill Cope said in his lecture that it helps to generate useful artifacts [Cope and Kalantzis, 2017].

References

Cope, B., and Kalantzis, M. (2017). Conceptualizing e-learning. In B. Cope and M. Kalantzis (Eds), e-Learning Ecologies. New York: Routledge.

Learning Principles: Theory and Research-based Principles of Learning. Eberly Centre. Teaching Excellence & Educational Innovation.
https://www.cmu.edu/teaching/principles/learning.html. Accessed on 22.07.20

Rodríguez G, Pérez N, Núñez G, Baños JE, Carrió M. Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC Med Educ. 2019;19(1):134. Published 2019 May 8. doi:10.1186/s12909-019-1563-5