Using Research-Informed Teaching Practices to Strengthen the Teaching and Learning of Undergraduate Research. Innovation In the Teaching of Research Methodology Excellence Awards:

Undergraduate research is typified an as a high-impact practice as it strengthens intellectual and practical skills, enables practicing integrative and applied learning, and involves using advanced technologies (Association of American Colleges & Universities 2008). Research informed teaching is therefore critical in developing understandings of the research processes at undergraduate level. More recently, Vahed and Cruickshank (2018) demonstrated that using alternate classroom based practices such as infusing academic development and support prepares students for the intricacies of research and the application of knowledge. In the Faculty of Health Sciences at the Durban University of Technology, academic development is structured to provide academic support and guidance to students. This is recognised in terms of the faculty having a team consisting of a dedicated Academic Development Practitioner (ADP) and Academic Development Advisors (ADAs). As outlined by the aforementioned authors, the ADP co-teaching research methods and techniques subject enhanced students’ development by inculcating critical thinking and independent study skills. They therefore concluded “…the inclusion of an academic development component in the teaching of undergraduate research creates rich experiences that encourage students to succeed in research.” In addition, engaging small group discussions using game based teaching such as a Fizzer game encourages student to reflect on their learning. This strategy of using a game to tests students understanding of their research content clarified the many areas of misunderstanding such as differences between research design, research methodology, research tools, differences between qualitative and quantitative data collection and analysis, and distinguishing between validity and reliability, amongst others. This teaching strategy facilitated using other techniques to scaffold the lesson by teaching core research fundamentals in smaller chunks. Essentially, instructional scaffolding in the teaching of research aims to move students progressively toward stronger understanding and ultimately, greater independence in the learning process.