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| Autor/inn/en | Thiem, Janina; Preetz, Richard; Haberstroh, Susanne |
|---|---|
| Titel | How Research-Based Learning Affects Students' Self-Rated Research Competences: Evidence from a Longitudinal Study across Disciplines |
| Quelle | In: Studies in Higher Education, 48 (2023) 7, S.1039-1051 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Preetz, Richard) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2023.2181326 |
| Schlagwörter | Evidence Based Practice; Self Concept; Student Research; Competence; Foreign Countries; Outcomes of Education; Instructional Effectiveness; Differences; Educational Attainment; College Students; Graduate Students; Germany (Berlin) |
| Abstract | The ongoing implementation of research-based learning (RBL) within the higher education core curriculum leads to a growing number of students who conduct their own research projects during their course of study. Although previous studies have indicated that research-based learning has positive outcomes for students, their causal link remains unclear given a focus on specific disciplines, and the lack of pre-post designs and control groups. To fill this gap, the aim of our study is to examine how research-based learning, specifically the conduct of the research process by students on their own, affects their self-rated research competences with a longitudinal research design that was conducted in a wide range of disciplines. We used panel data from Germany (N = 520) and applied fixed-effects panel regression models to analyze students within student variance to the treatment effect of research-based learning. Results suggest two main findings. First, engagement in research-based learning significantly increases students' self-rated research competences relating to reviews of the state of research, methodology, reflection on research findings, communication, and content knowledge. Second, the effectiveness of research-based learning differed among students enrolled in bachelor's and master's degree programs. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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