Enhancing the Research-Teaching Nexus: Building Teaching-Based Research from Research-Based Teaching
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| Title: | Enhancing the Research-Teaching Nexus: Building Teaching-Based Research from Research-Based Teaching |
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| Language: | English |
| Authors: | Willcoxson, Lesley, Manning, Mark L., Johnston, Natasha, Gething, Katrina |
| Source: | International Journal of Teaching and Learning in Higher Education. 2011 23(1):1-10. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Undergraduate Students, Research Projects, Problem Based Learning, Critical Thinking, Teaching Methods, Cooperative Learning, Research, Higher Education, Case Studies, Outcomes of Education, Learning Activities, Statistical Analysis, Focus Groups, Questionnaires, Research Methodology, Foreign Countries, School Holding Power, Student Attrition, Likert Scales |
| Geographic Terms: | Australia |
| ISSN: | 1812-9129 |
| Abstract: | Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and, less frequently, by engaging students in research. Usually these students are final year undergraduates and the research project is purpose-built to develop in students the desired course learning outcomes. This paper reports an alternative realisation of the teaching-research nexus. It presents a case study of teaching that was informed by research and engaged both first year and final year undergraduate students in research, using problem-based learning. Subsequently, the research undertaken by the students as part of their learning process directly informed development of a large, government-funded research project, thus completing an unusual two-way relationship in which research underpinned teaching and learning activity, and teaching and learning activity underpinned research. (Contains 3 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2011 |
| Accession Number: | EJ938573 |
| Database: | ERIC |
| Abstract: | Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and, less frequently, by engaging students in research. Usually these students are final year undergraduates and the research project is purpose-built to develop in students the desired course learning outcomes. This paper reports an alternative realisation of the teaching-research nexus. It presents a case study of teaching that was informed by research and engaged both first year and final year undergraduate students in research, using problem-based learning. Subsequently, the research undertaken by the students as part of their learning process directly informed development of a large, government-funded research project, thus completing an unusual two-way relationship in which research underpinned teaching and learning activity, and teaching and learning activity underpinned research. (Contains 3 tables and 1 figure.) |
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| ISSN: | 1812-9129 |
