DIGITAL PLATFORMS FOR TEACHING EDUCATIONAL RESEARCH. CASE STUDY WITH RESEARCH-BASED LEARNING METHODOLOGY IN UNIVERSITY COURSE

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 ABI: 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.

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DIGITAL PLATFORMS FOR TEACHING EDUCATIONAL RESEARCH.
CASE STUDY WITH RESEARCH-BASED LEARNING
METHODOLOGY IN UNIVERSITY COURSE
L. Ramírez-Ramírez, M. Hernández-Herrera
Universidad Panamericana (MEXICO)
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 ABI: 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.
1. INTRODUCTION
Recently, educational environments are innovating and adapting to active methodologies [1][2].
However, more than ever, Pandemic times required extensive analysis to differentiate between them,
specifically addressing those that favor research skills and professional competencies. Such is the
case of Research-Based Learning (RBL), which, unlike other active methodologies, such as Project-
Based Learning (PBL), contemplates cross-curricular teaching and the use of Information and
Communication Technologies (ICT) to generate research skills, which, among other things, favor
autonomous learning, and professional competencies throughout life [3] [4].
The RBL has its roots in John Dewey and Bandura's pedagogical roots, and theoretical support that
recognizes the benefit of linking teaching in the university classroom with research [5][6][7][8]. The
RBL is a didactic strategy and a methodology that, in higher education, has been showing its strengths
for the acquisition of cognitive and attitudinal skills that are related to the construction of autonomous,
practical, and meaningful knowledge by students [5].

The objective of this study is to analyze the students' perception of the impact of the RBL methodology
on their learning about educational research in a cross-curricular higher ed course, through students'
surveys responses. The study shows that RBL has a significant impact on developing students'
research skills and promoting autonomy in their learning process. Researchers have the responsibility
to promote autonomous learning in students. This study is an invitation to reflect and innovate online
classes with integral methodologies as RBL is.
The paper presents three sections, each of which contributes to address students' responses across
RBL methodology. The first section presents the methodology that carries on the study, which focuses
on a description of students learning. The second section describes the results, dividing them into
quantitative and qualitative. The paper closes with a third section, the conclusion, with the final
thoughts and reflections.
2. METHODOLOGY
This research uses a case study as the methodology design [9], this design allows for an in-depth
study of a case through the collection of data from various sources (quantitative and qualitative). The
type of case study selected was a single case study, in which the unit of analysis was the experiences
of students in an online university course on educational research methodology.
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 [10].
3. RESULTS
In this section we will describe, on the one hand, the results obtained through the quantitative-
descriptive analysis of the students' perception of the activities implemented in the course. On the
other hand, we present the results of the qualitative content analysis based on the students' written
discourse.
1. Quantitative-descriptive results
Through the quantitative analysis it was identified that students perceived the following as significant
activities for their online 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), activity on the ResearchGate platform (41.7%), creation of
Research Podcast (29.2%), exams on Moodle or Google Classroom platform (25%), research project
writing activity (20.8%), digital video creation (16.7%), digital quizzes (12.5%), performance of a
theater play (12.5%), flipped classroom (8.3%), collaborative app brainstorming activity (4.2%).
Likewise, 91.7% of the sample value positively the use of digital platforms for research learning, while
8.3% valued it negatively. Figure 1 and 2.

Figure 1. Percentage perception of meaningful activities for research methodology learning
Figure 2. Percentage of perception value positive use of digital platforms for research learning.
3.2 Qualitative content analysis
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
ABI: Online teaching modality, (5) Academic writing skills, (6) Digital skills for research.
According to the content analysis, the words with the highest frequency of occurrence in the students'
discourse in response to the question about learning in the ABI online course were: research (21),
quantitative (12), tools (12), learning (11), information (11), documents (10), learn (8), perform (8),
understand (8), approach (7), format (7), APA (3). Figure 3.

Figure 3. Word cloud on meaningful learning with the ABI course.
On the other hand, in the content analysis of the question on challenges in the ABI methodology
course, students most frequently expressed the following words: research (13), presentation (12),
qualitative (11), platforms (11), information (11), methodology (11), subject (10), understand (10),
distance (9), protocol (9). Figure 4.
Figure 4. Word cloud on challenges in the ABI course.

4. CONCLUSIONS
Based on the objective of the research, which was to analyze the students' perception of the impact of
the RBL methodology on their learning about educational research, we highlight three emerging
results of relevance: (1) distance learning mediated by digital platforms is of great impact and interest
for students when it is structured with diverse activities and with degrees of complexity in each one, (2)
the RBL methodology applied to the teaching of educational research competencies is very useful
because it allows the student to experience an approach to real educational problems and link them
with their professional training, (3) the main challenges experienced by the students in the use of RBL
in distance mode was the sudden change from face-to-face versus distance education, being
collaborative work one of the most complex challenges to carry out the application of the RBL
methodology at a distance.
The relevant findings of the present research that contribute to the understanding of distance learning
in research subjects taught at the university level are the following: (1) the RBL methodology is
valuable when used sequentially and progressively in the complexity of research competencies, (2)
the learning activities with the highest percentage of positive evaluation by students are those that
involve the application of competencies in real scenarios, e.g. planning and conducting a research
interview, (3) results from other research point to similarities in the configuration of teaching activities
across platforms [2][5],(4) collaboration proves to be a major challenge in students' skills, however,
collaborative activities are also a valuable resource for the development of inquiry skills [8].
Finally, the results of this research support that distance education is valuable for learning when
arrangements are made in complexity and sequentially for the achievement of clearly defined
competencies in the course. Also, virtuality is a valuable space for the exchange of meaningful
experiences and student identities [11], [12].
ACKNOWLEDGEMENTS
We are grateful for the collaboration of the professors and students of the Universidad Panamericana
in carrying out this research.
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