In this final chapter, we will take a more reflective look at the case studies and the overall maastricht research-based learning (marble) programme from two different perspectives. First, the case studies will be positioned in the models of healey and jenkins (developing undergraduate research and inquiry. Higher education academy, york, 2009), beckman and hensel (cur q 29(4):40–44, 2009), and van merriënboer (training complex cognitive skills: a four-component instructional design model for technical training. Educational technology publications, englewood cliffs, 1997). Second, general themes will be distilled from the different case studies. Finally, the chapter concludes with a description of general lessons learned and a final thought on the implementation of research-based learning projects.keywordscourse evaluationeducational modelsproblem-based learningresearch-based learningundergraduate research.
|Title of host publication||Research-based learning|
|Subtitle of host publication||Case studies from Maastricht University|
|Publication status||Published - 2017|