Abstract:

The Web2.0 technologies are a potential tool for supported research learning and also for research-based learning. The aim for this study was developed to foster a means for novice researchers (PhDs/ Master Students) and also for students to learn and do better research at the same time. In order to reach this target, study determined and conceptualized the model of research turbine for enhancing learning research methodology and support research-based learning. This perspective is more likely to be encouraged by three primary factors that in this metaphor represent the three main arms of a turbine, and this turbine means here “doing research.” The turbine includes three essential processes for research: engaging, organizing, and documenting. Students or researchers should engage in a particular learning format, that is, either formal or informal learning. Our proposed learning followed the concept of the “flipped classroom”, which we have used with our students in the form of a recorded video/ presentation that is provided to students that they are asked to watch at home first and ask their related questions about it in a discussion form. The teacher would then collect and list all questions that were asked and prepare the answers in a meaningful way and uses the questions to structure the discussion in a face-to-face classroom (sometimes face-to-face activities were conducted in a workshop format).

Data were collected in fall semester 2013-2014 from master students (n=15) in the frame of the research methodology seminar. The task has been given to students was to select an empirical study and start to understand and evaluate it. Students were required to complete these learning tasks as part of the final evaluation for the course. Learning materials and additional tailor-made forms were prepared and published for students via our learning research online portal (phd-lab.com). Regarding to “research turbine” model, students were asked for engage to online learning activities and also offline, students also completed the task by creating and managing their own project; Students finally had to document their learning and report their own project.

Students had to study and finish learning tasks in 2 months. We measured students’ performance and their attitude towards the flipped classroom, research management, and documenting their learning. Concerning cognitive process evaluation, the results indicated statistically significant differences for this method on students’ performance. Further, Students’ perception towards this method and also towards our platform was accordingly reported.

Keywords:

Research-based learning, learning modeling, flipped classroom, project-based learning, research network.