Abstract:

In recent months, and with the context of online education, Research-Based Learning (RBL) emerged as an innovative alternative to promote cognitive and technological abilities in college students. By recognizing that online learning has challenges to face, RBL represents an alternative that compiles competencies development to daily and professional tasks. Many Authors include RBL as a method that has the following advantages: increases information search skills, academic performance, student self-confidence, critical thinking, motivation, and self-learning. Besides, RBL combined with curriculum integration aims to broaden students’ perspectives and make their learning meaningful by producing critical thinking skills. This research uses a case study as the methodology design. The participant population was twenty-four students from the Pedagogy and Psychopedagogy College programs at the senior and junior years. The students took three courses with transversal participation in between them for four months. The participating students received classes using digital platforms as Google Meet and Zoom. Additionally, students learned to use digital applications such as ResearchGate and Mendeley. At the end of the course, professors conducted an online survey with closed and open-ended items. To analyze the information, researchers carried out a multimethod analysis using MAXQDA2020. Considering, quantitative-descriptive results, it was identified that students valued as positive activities for their learning in Research: 66.7% the Interview planning and application activity, 58.3% the Oral presentation activity, 54.2% valued as positive activities for their learning the activity with Digital Scientific Databases (Library). Likewise, 91.7% of the sample value positively the use of digital platforms for research learning, while 8.3% valued it negatively. The Qualitative findings underpin 6 thematic axes: (1) Inquiry skills in specialized Databases, (2) Knowledge application skills, (3) Identification and use of research methodology, (4) Challenges in RBL: Online teaching modality, (5) Academic writing skills, (6) Digital skills for research. It is concluded that the impact of research-based learning is relevant for the formation of competencies such as inquiry in databases and the application of methodologies. Digital platforms and applications are positively valued when used as a tool for learning mediation and focused on the application of the knowledge reviewed in synchronous classes.

Keywords:

Innovation, E-learning, Research-Based, Educational Research, Students, University.