Abstract
Integration of research and teaching in higher education can provide valuable ways of enhancing the student learning experience, but establishing such integrative links can be complex and problematic given different practices and levels of understanding. This study contributes to the pedagogical literature in drawing on findings from students’ survey exploring perceptions of research-informed teaching, to examine how links between research and teaching can be suitably strengthened. The study employed a descriptive research design limited to the undergraduate students taking thesis/capstone courses in the tertiary levels as respondents of the study. The survey was undertaken within the remit of a broader institutional educational enhancement project of McLinden & Edwards, 2011. The findings noted that the students’ responses from different disciplines: engineering, science, education, business related and computer on the nexus between research and teaching is remarkable in fostering student expectations of research-informed teaching approaches. Students’ expectations on research-led, research-oriented, research-based and research-tutored are enablers in linking research and teaching. It is recommended that experimental studies should be conducted using the four different research-informed teaching approaches in the classroom namely: research-led, research-oriented, research-based and research-tutored.
Author Information
Lina S. Calucag, University of Technology Bahrain, Bahrain
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Calucag L. (2023) Nexus Between Research and Teaching: Fostering Students’ Expectations of Research-Informed Teaching Approaches ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.83
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.83
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