Shaban, Abdulwahed, Younes (2015), Problem-centric Process for Research-based Learning

The paper introduces a Research-based Learning (RbL) approach and presents empirical results from an implementation of the approach in two university classes. The paper situates RbL as a form of PbL/IbL approach to learning within the constructivist theoretical framework. The RbL approach consists of seven stages, which starts with understanding the background and identifying a research task and ends with a proposed solution. The goal is to publish the solution. They test their approach in a qualitative case study of implementations in computer science courses in Canada and Qatar. The sentence “we introduce a process and a learning experience that exercises applied research in two computing subjects for senior students at two leading research institutions” (pg. 25) describes their contribution.

I am fairly convinced that the RbL can be a very useful approach in some courses, in particular at MA level. I find their arguments regarding how the approach can stimulate critical thinking, learn about the research process and improve presentation skills convincing. I also find the feedback they collected from students as plausible, in particular regarding the time aspects.

I am not convinced by their empirical evidence regarding the learning outcomes. The research design is to collect qualitative outcomes from a small number of students. We cannot learn much about the learning outcomes from this design since there is no control group and/or no before-after comparisons. I miss a more thorough discussion of the limits of their design. The empirical design can only provide information on implementation issues and students’ assessments of the task. More feedback from teachers implementing the approach would also be useful.

The most interesting aspect of the paper is the presentation of the different steps of the process, since these steps seem to me to be applicable more generally and not only for this particular example. While the particular application is far from my field, these steps provide a framework to organize similar projects in my discipline. I also find the discussion on how to organize the task, in particular how to make the task feasible within the time limits that both students and instructors face, very useful.