Reformations and Promoting Active Learning via Course Based Research [CBR] at the University of Fiji
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Abstract
Learning and teaching is geared to provide lifelong skills to its pupils – who are able to contribute to the economy not only as physical capitals, more so as human capitals with the source of wealth for social and economic development. At the backdrop of this vision is the University of Fiji’s five years Annual Strategic Plan 2017-2021, that relentlessly pursuits to develop a knowledge society through the University’s work-ready graduates. One of the undergraduate courses in the field of Science is exactly road mapping its course to expose learners to a great degree of research through hand-on research experience. This paper aims to investigate the merits of entailing Course-Based Research (CBR) practice in Science at undergraduate level at a tertiary institution. The paper further attempts to explore the plausible benefits of tying research experience at undergraduate study that is primarily content heavy and theoretical in nature. The paper provide recommendations for courses pitched at undergraduate level to consider entailing research experience in their programmes given the benefits it provides to learners venturing into the work field.
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CHAND, R. R., KAUR, M., & SINGH, P. (2018). Reformations and Promoting Active Learning via Course Based Research [CBR] at the University of Fiji. Asian Journal of Distance Education, 13(2), 20-31. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/266
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
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Undergraduate Research: Importance, Benefits, and Challenges. International Journal of Exercise Science, 1, 91-95. Quade, A. M. (2004). Promoting undergraduate research: a classroom model. Paper presented at the Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, Leeds, United Kingdom. Ragins, B. R., & Kram, K. E. (2008). The Handbook of Mentoring at Work: Theory, Research, and Practice. Thousand Oaks, California: SAGE Publications, Inc. Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science(Washington), 316, 548-549. Schultz, M. D. (2016). Impact of a Field Research Experience on Undergraduate Science Majors (Master of Education, Curriculum and Instruction ), Utah Valley University School of Education Retrieved from http://contentdm.uvu.edu:81/cdm4/ite m_viewer.php?CISOROOT=/UVUTh eses&CISOPTR=697 Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a threeyear study. Science education, 88, 493-534. Shah, M. (2015). Dropout From University – A Matter Of Public Concern, Opinion. Fiji Sun Online. http://fijisun.com.fj/2015/12/16/dropo ut-from-university-a-matter-of-publicconcern/. Retrieved from http://fijisun.com.fj/2015/12/16/dropo ut-from-university-a-matter-of-publicconcern/ Sweat, K. G., Marshall, P. A., FoltzSweat, J. L., & Broatch, J. E. (2018). Developing a Course-Based Research Experience for Undergraduates: The ASU West Experience. Journal of the Arizona-Nevada Academy of Science, 47, 36-43. Thompson, S., Neill, C., Wiederhoeft, E., & Cotner, S. (2016). A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting. Journal of microbiology & biology education, 17, 469-471.
Wohlin, C., Aurum, A., Angelis, L., Phillips, L., Dittrich, Y., Gorschek, T., Grahn, H., Henningsson, K., Kagstrom, S., & Low, G. (2012). The success factors powering industryacademia collaboration. IEEE software, 29, 67-73.