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Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies

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  • Pourhejazy, Pourya
  • Isaksen, K. Robert

Abstract

Learning design has a multifaceted nature requiring a range of course- and institutional considerations. Analyzing the decision criteria’s influence on research-based learning design helps understand the causes of the success/failure of the approach in achieving the teaching goals to improve the study programs. This study explores the interrelationship between the curricular and pedagogical criteria for research-based learning design decisions at the undergraduate level. For this purpose, the DEcision-MAking Trial and Evaluation Laboratory (DEMATEL) method is used to systematically analyze the decisive criteria and their causal relationships. Feedback from education professionals and university professors from Scandinavian universities is used to validate the pedagogy decision framework and provides input into the DEMATEL method. The student's role in the course is identified as the central criterion, featuring the highest level of interactions in the network of curricular and pedagogical decision criteria. Results are supportive of the identified institutional and course-specific criteria as prerequisites for the study outcomes.

Suggested Citation

  • Pourhejazy, Pourya & Isaksen, K. Robert, 2024. "Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies," Evaluation and Program Planning, Elsevier, vol. 103(C).
    • Handle: RePEc:eee:epplan:v:103:y:2024:i:c:s0149718924000107
    DOI: 10.1016/j.evalprogplan.2024.102409
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    References listed on IDEAS

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    1. Hardré, Patricia L. & Ling, Chen & Shehab, Randa L. & Herron, Jason & Nanny, Mark A. & Nollert, Matthias U. & Refai, Hazem & Ramseyer, Christopher & Wollega, Ebisa D., 2014. "Designing and evaluating a STEM teacher learning opportunity in the research university," Evaluation and Program Planning, Elsevier, vol. 43(C), pages 73-82.
    2. Lucas, Rochelle Irene & Promentilla, Michael Angelo & Ubando, Aristotle & Tan, Raymond Girard & Aviso, Kathleen & Yu, Krista Danielle, 2017. "An AHP-based evaluation method for teacher training workshop on information and communication technology," Evaluation and Program Planning, Elsevier, vol. 63(C), pages 93-100.
    3. Mason, Sarah, 2020. "Practice makes better? Testing a model for training program evaluators in situation awareness," Evaluation and Program Planning, Elsevier, vol. 79(C).
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