Abstract
This chapter introduces three models describing approaches of research-based learning for the further refinement of undergraduate research at Maastricht University. The first model by Healey and Jenkins (Developing undergraduate research and inquiry. Higher Education Academy, York, 2009) focuses on the role of the student (active participant or audience) and the scope of the research programme (research content or research processes and problems). The second model by Beckman and Hensel (CUR Q 29(4):40–44, 2009) distinguishes eight continua for further refining the concept of undergraduate research. The third model by van Merriënboer (Training complex cognitive skills: a four-component instructional design model for technical training. Educational Technology Publications, Englewood Cliffs, 1997) focuses on the level of maturity of the students and the level of independence provided to them during their research project. In the early days of the Maastricht Research-Based Learning (MaRBLe) project, there was little room to draw up a more structured approach for research-based learning. Introducing these models to the MaRBLe coordinators resulted in – to say the least – very interesting discussions among the coordinators, as the application of the models provided more in-depth insights into how research-based learning could be designed and what it means to staff and students. Therefore, the models presented in this chapter will serve as analytical tools in order to capture the different forms of research-based learning as presented in this volume’s case study chapters.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bastiaens, E., & Nijhuis, J. (2012). From problem-based learning to undergraduate research: The experience of Maastricht University in the Netherlands. CUR Quarterly, 32(4), 38–43.
Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. CUR Quarterly, 29(4), 40–44.
Elsen, M. G., Visser-Wijnveen, G. J., van der Rijst, R. M., & van Driel, J. H. (2009). How to strengthen the connection between research and teaching in undergraduate university education. Higher Education Quarterly, 63(1), 64–85.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.
Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740.
van Merriënboer, J. J. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs: Educational Technology Publications.
van Merriënboer, J. J., & Kirschner, P. A. (2012). Ten steps to complex learning: A systematic approach to four-component instructional design. Abingdon: Routledge.
Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in Higher Education, 7(4), 411–427.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Bastiaens, E., van Merriënboer, J., van Tilburg, J. (2017). Three Educational Models for Positioning the Maastricht Research-Based Learning Programme. 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_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-50993-8_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50991-4
Online ISBN: 978-3-319-50993-8
eBook Packages: EducationEducation (R0)