Abstract
In this final chapter, we will take a more reflective look at the case studies and the overall Maastricht Research-Based Learning (MaRBLe) programme from two different perspectives. First, the case studies will be positioned in the models of Healey and Jenkins (Developing undergraduate research and inquiry. Higher Education Academy, York, 2009), Beckman and Hensel (CUR Q 29(4):40–44, 2009), and Van Merriënboer (Training complex cognitive skills: a four-component instructional design model for technical training. Educational Technology Publications, Englewood Cliffs, 1997). Second, general themes will be distilled from the different case studies. Finally, the chapter concludes with a description of general lessons learned and a final thought on the implementation of research-based learning projects.
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References
Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. CUR Quarterly, 29(4), 40–44.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
Maastricht University. (2016). Community at the CORE. Strategic Programme, 2017–2021.
Ministry of Education, Culture and Science. (2015). The value of knowledge Strategic Agenda for Higher Education and Research 2015–2025. The Hague: Directorate of Higher Education and Student Grants.
van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs: Educational Technology Publications.
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Bastiaens, E., van Merriënboer, J., van Tilburg, J. (2017). Reflection and Lessons Learned. In: Bastiaens, E., van Tilburg, J., van Merriënboer, J. (eds) Research-Based Learning: Case Studies from Maastricht University. Professional Learning and Development in Schools and Higher Education, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-50993-8_14
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DOI: https://doi.org/10.1007/978-3-319-50993-8_14
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