Enhancing the Research-Teaching Nexus: Building Teaching-Based Research from Research-Based Teaching

Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and,...

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Bibliographic Details
Published inInternational journal of teaching and learning in higher education Vol. 23; no. 1; pp. 1 - 10
Main Authors Willcoxson, Lesley, Manning, Mark L, Johnston, Natasha, Gething, Katrina
Format Journal Article
LanguageEnglish
Published International Society for Exploring Teaching and Learning 2011
Subjects
Australia
Case Studies
Cooperative Learning
Critical Thinking
Focus Groups
Foreign Countries
Higher Education
Learning Activities
Likert Scales
Outcomes of Education
Problem Based Learning
Questionnaires
Research Methodology
Research Projects
School Holding Power
Statistical Analysis
Student Attrition
Teaching Methods
Undergraduate Students
Australia
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Summary:Definitions and practical interpretations of the research-teaching nexus are various, but almost invariably the link between teaching and research lies in the direction of transferring research into teaching rather than vice versa. This transfer is achieved by using research to inform teaching and, less frequently, by engaging students in research. Usually these students are final year undergraduates and the research project is purpose-built to develop in students the desired course learning outcomes. This paper reports an alternative realisation of the teaching-research nexus. It presents a case study of teaching that was informed by research and engaged both first year and final year undergraduate students in research, using problem-based learning. Subsequently, the research undertaken by the students as part of their learning process directly informed development of a large, government-funded research project, thus completing an unusual two-way relationship in which research underpinned teaching and learning activity, and teaching and learning activity underpinned research. (Contains 3 tables and 1 figure.)
ISSN:1812-9129
1812-9129