A. Debowski (2006), Learning through undergraduate research: Encouraging a holistic approach to the teaching-research nexus

Short summary of the scope and focus in the article

This paper focuses on learning by conducting research. Learning by conducting research is an aim  which many universities (in Australia) claim to promote, however few universities encourage their students to conduct their own research. The article examines a case where students conducted their own research in the framework of an internship. This is an example of research-based learning in contrast to research-led which is, according to the author, more often mentioned in the literature. The author highlights the benefits and the challenges in this case. This paper reviews the internship model from a student’s perspective.

Findings (copied from text): 

• Teaching-research nexus is at its strongest when undergraduate students are encouraged to undertake well supervised research on real world problems…

• The research was relevant, immediate and original, which gave it a sense of meaning and purpose…

• Students had an opportunity to undertake independent, self-motivated research, where they were encouraged to take responsibility for their own learning and experience the obstacles experienced by researchers. 

• The internship encouraged a strong engagement with the area of study…

• Many interns found that the unit consumed a disproportionate amount of their time.

• The internship programme was also complicated by political supervisors’ expectations of what interns’ research reports should encompass.

• The internship model also posed a number of institutional challenges.

• This internship model will achieve the best educational outcomes if only a small number of students are involved, as students can be more closely monitored by their academics supervisor

• The program was very demanding on an academic supervisor’s time

Quote a statement that summarizes what the author claims they contribute to the field.

From this brief overview, it can be seen that the internship model aims to integrate all four aspects of the teaching-research nexus. It reflects research led teaching through the exploration of research findings; research oriented teaching through the development of research methods; research based teaching through the research enquiry process; and research

In your own words, compare the results/arguments presented in the article with the authors’ claim(s) you identified in question 1.

The paper is focusing on research-tutored/research-based nexus (students role: participants) and arguments are provided to this direction.  However, in my opinion the topic of research-led learning is not very much addressed in this paper in contrast to what is mentioned in (2).

Is the argument that the authors provide solid enough based on the evidence and/or theoretical considerations to convince you of their claim(s)?

No. The findings are only stated in text without numbers (e.g. from questionnaires answered by the students). The theoretical background seems adequate to me.

What is missing in the article?

Evidence about how the author came to these conclusions/findings of the study.

What was most interesting for you?

The idea of assigning research tasks to students can be used to enhance learning (research based) and the challenges that will occur with respect to time resources of the supervisor. The sense of purpose for the students is important. 

How does this article relate to your own teaching?

I will take into the statements with respect to research based learning and purposeful research tasks into account when thinking about incorporating research into teaching.

What can you learn from it?

Research based learning is an interesting method for the students but also demanding. It can also be a great challenge for the teacher that supervises the work.