Course Description 

The self-learning course offers a practice-oriented introduction to the concept of research-based learning in a university context. Across six learning modules, key theoretical foundations, didactic planning processes, and various approaches to practical implementation are introduced to support lecturers in integrating research-based learning into their own teaching practice.

At the beginning, central terms and concepts of research-informed teaching are delineated and clarified. Building on this, participants engage with models of student research competence and reflect on which skills they aim to foster in their own courses. The course subsequently demonstrates how lessons can be systematically planned in the spirit of research-based learning and designed along the phases of the research cycle. Participants also learn suitable methods that can be integrated into their course and session design.

Another key focus is the changing role of lecturers, who increasingly acts as coaches supporting students throughout the research process. In addition, essential success factors as well as typical challenges in research-based learning are delved into, including ways to appropriately respond to them. Finally, the course supports participants in transferring the concept of research-based learning to their own teaching practice and in developing specific implementation steps (including the use of AI in the research process). 

The self-study course is aimed at lecturers with prior knowledge in university didactics and who already have some experience with research-based learning. Regardless of whether you are a beginner, intermediate, or advanced participant, the course includes reflection and transfer tasks that allow you to adapt the content to your prior knowledge and teaching practice. 

Learning Objectives

After completing the self-study course, you will be able to design your lessons based on the concept of research-based learning, by:

• Knowing and distinguishing key concepts of research-informed teaching,
• Understanding research-based learning as a university teaching concept,
• Being familiar with models of student research competence and reflecting on which skills students should be developing through participation in your lessons,
• Integrating suitable methods in line with the research cycle into your course and session design,
• Reflecting on your own role as a lecturer in the context of research-based learning,
• Identifying success factors and potential challenges and responding appropriately,
• Transferring what you have learned to your own teaching practice using practical examples and additional materials.

Content

This course serves as a qualified introduction to and deeper exploration of research-based learning in higher education teaching. It consists of the following learning modules (up to 16 work units, WU, in total):

• Learning Module 1: Definition and Conceptual Delimitation (2 WU) 
  
• Learning Module 2: Student Research Competence (3 WU)
• Learning Module 3: Course Design (4 WU) 
• Learning Module 4: The Changing Role of Lecturers (2 WU)
• Learning Module 5: Conditions for Successful Teaching Practice (2 WU)
• Learning Module 6: Transfer and Realisation (2 WU)

Optional: Reflective Discussion (1 WU)

Target Group

The self-study course is aimed at lecturers with prior experience in university didactics who are already familiar with research-based learning. In particular, it was also developed for lecturers (according to § 74 SächsHSG) across all higher education institutions and disciplines in Saxony.