gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

19.09. - 22.09.2018, Wien, Österreich

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An instructional-design perspective on research-based learning

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  • presenting/speaker J. van Merriënboer - Maastricht University, Maastricht, Netherlands

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Wien, 19.-22.09.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. DocKL02.1

doi: 10.3205/18gma003, urn:nbn:de:0183-18gma0031

Published: September 19, 2018

© 2018 van Merriënboer.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.

Outline

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Four-component instructional design (4C/ID; [1]) offers a systematic approach to the design of educational programs for complex skills such as doing research. It stresses the use of authentic learning tasks, simple-to-complex sequencing of those tasks, and decreasing learner support and guidance in a process of scaffolding. At Maastricht University in the Netherlands, the MaRBLe program (Maastricht Research Based Learning experience; [2], [1]) aimed at the development of honors programs in the Bachelor phase with a focus on learning through doing research. This presentation will describe some of these programs and use 4C/ID to analyze their underlying educational principles. The take-home message is that learning through research can be realized but requires a radical change in how higher education is designed.

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References

1.
Van Merrienboer JJ, Kirschner PA. Ten steps to complex learning. 3rd rev. Ed. New York: Routledge; 2018.
2.
Bastiaens E, van Tilburg J, van Merrienboer JJ. Research-based learning: Case studies from Maastricht University. Cham, Switzerland: Springer Nature; 2017.