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Project-Based Learning Research Review

What the research says about aspects of project-based learning ranging from implementation to learning outcomes.

Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students’ attitudes toward learning, among other benefits. Edutopia’s PBL research review explores the vast body of research on the topic and helps make sense of the results.

What Is Project-Based Learning?

PBL hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems. According to researchers ( Barron & Darling-Hammond, 2008 ; Thomas, 2000 ), PBL essentially involves the following:

• students learning knowledge to tackle realistic problems as they would be solved in the real world,
• increased student control over his or her learning,
• teachers serving as coaches and facilitators of inquiry and reflection, and
• students (usually, but not always) working in pairs or groups.

Teachers can create real-world problem-solving situations by designing questions and tasks that correspond to two different frameworks of inquiry-based teaching: problem-based learning, which tackles a problem but doesn’t necessarily include a student project, and project-based learning, which involves a complex task and some form of student presentation, and/or students creating an actual product or artifact.

These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008). Although these methods of inquiry-based teaching differ slightly, for simplicity they’re combined in these pages and referred to as project-based learning or PBL.

Learning Outcomes

Studies comparing learning outcomes for students taught via project-based learning versus traditional instruction show that when implemented well, PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students’ attitudes toward learning ( Strobel & van Barneveld, 2009 ; Walker & Leary, 2009 ). PBL can also provide an effective model for whole-school reform ( National Clearinghouse for Comprehensive School Reform, 2004 ; Newmann & Wehlage, 1995 ).

A 2016 MDRC/Lucas Education Research literature review found that the design principles most commonly used in PBL align well with the goals of preparing students for deeper learning, higher-level thinking skills, and intra/interpersonal skills ( Condliffe et al., 2016 ).

Keys to Project-Based Learning Success

Researchers have identified several components that are critical to successful PBL (Barron & Darling-Hammond, 2008; Ertmer & Simons, 2005 ; Mergendoller & Thomas, 2005 ; Hung, 2008 ). While project-based learning has been criticized in the past for not being rigorous enough, the following features will greatly improve the chances of a project's success.

• A realistic problem or project that aligns with students' skills and interests, and requires learning clearly defined content and skills (e.g., using rubrics, or exemplars from local professionals and students).
• Structured group work with groups of three to four students, with diverse skill levels and interdependent roles; team rewards; and individual accountability, based on student growth.
• Multi-faceted assessment, with multiple opportunities for students to receive feedback and revise their work (e.g., benchmarks, reflective activities); multiple learning outcomes (e.g., problem-solving, content, collaboration); and presentations that encourage participation and signal social value (e.g. exhibitions, portfolios, performances, reports).
• Participation in a professional learning network, including collaborating and reflecting upon PBL experiences in the classroom with colleagues, and courses in inquiry-based teaching methods.

You will find much greater detail on these four key components, along with step-by-step instructions on how to put them into place, in the next section.

Editor’s Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff.

PBL Research Table of Contents:

• Introduction and Learning Outcomes
• Evidence-Based Components of Success
• Best Practices Across Disciplines
• Avoiding Pitfalls
• Annotated Bibliography

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Research Project (Learning Outcomes)

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Creating Learning Outcomes

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A learning outcome is a concise description of what students will learn and how that learning will be assessed. Having clearly articulated learning outcomes can make designing a course, assessing student learning progress, and facilitating learning activities easier and more effective. Learning outcomes can also help students regulate their learning and develop effective study strategies.

Defining the terms

Educational research uses a number of terms for this concept, including learning goals, student learning objectives, session outcomes, and more. 

In alignment with other Stanford resources, we will use learning outcomes as a general term for what students will learn and how that learning will be assessed. This includes both goals and objectives. We will use learning goals to describe general outcomes for an entire course or program. We will use learning objectives when discussing more focused outcomes for specific lessons or activities.

For example, a learning goal might be “By the end of the course, students will be able to develop coherent literary arguments.” 

Whereas a learning objective might be, “By the end of Week 5, students will be able to write a coherent thesis statement supported by at least two pieces of evidence.”

Learning outcomes benefit instructors

Learning outcomes can help instructors in a number of ways by:

• Providing a framework and rationale for making course design decisions about the sequence of topics and instruction, content selection, and so on.
• Communicating to students what they must do to make progress in learning in your course.
• Clarifying your intentions to the teaching team, course guests, and other colleagues.
• Providing a framework for transparent and equitable assessment of student learning. 
• Making outcomes concerning values and beliefs, such as dedication to discipline-specific values, more concrete and assessable.
• Making inclusion and belonging explicit and integral to the course design.

Learning outcomes benefit students 

Clearly, articulated learning outcomes can also help guide and support students in their own learning by:

• Clearly communicating the range of learning students will be expected to acquire and demonstrate.
• Helping learners concentrate on the areas that they need to develop to progress in the course.
• Helping learners monitor their own progress, reflect on the efficacy of their study strategies, and seek out support or better strategies. (See Promoting Student Metacognition for more on this topic.)

Choosing learning outcomes

When writing learning outcomes to represent the aims and practices of a course or even a discipline, consider:

• What is the big idea that you hope students will still retain from the course even years later?
• What are the most important concepts, ideas, methods, theories, approaches, and perspectives of your field that students should learn?
• What are the most important skills that students should develop and be able to apply in and after your course?
• What would students need to have mastered earlier in the course or program in order to make progress later or in subsequent courses?
• What skills and knowledge would students need if they were to pursue a career in this field or contribute to communities impacted by this field?
• What values, attitudes, and habits of mind and affect would students need if they are to pursue a career in this field or contribute to communities impacted by this field?
• How can the learning outcomes span a wide range of skills that serve students with differing levels of preparation?
• How can learning outcomes offer a range of assessment types to serve a diverse student population?

Use learning taxonomies to inform learning outcomes

Learning taxonomies describe how a learner’s understanding develops from simple to complex when learning different subjects or tasks. They are useful here for identifying any foundational skills or knowledge needed for more complex learning, and for matching observable behaviors to different types of learning.

Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical model and includes three domains of learning: cognitive, psychomotor, and affective. In this model, learning occurs hierarchically, as each skill builds on previous skills towards increasingly sophisticated learning. For example, in the cognitive domain, learning begins with remembering, then understanding, applying, analyzing, evaluating, and lastly creating. 

Taxonomy of Significant Learning

The Taxonomy of Significant Learning is a non-hierarchical and integral model of learning. It describes learning as a meaningful, holistic, and integral network. This model has six intersecting domains: knowledge, application, integration, human dimension, caring, and learning how to learn. 

See our resource on Learning Taxonomies and Verbs for a summary of these two learning taxonomies.

How to write learning outcomes

Writing learning outcomes can be made easier by using the ABCD approach. This strategy identifies four key elements of an effective learning outcome:

Consider the following example: Students (audience) , will be able to label and describe (behavior) , given a diagram of the eye at the end of this lesson (condition) , all seven extraocular muscles, and at least two of their actions (degree) .

Audience 

Define who will achieve the outcome. Outcomes commonly include phrases such as “After completing this course, students will be able to...” or “After completing this activity, workshop participants will be able to...”

Keeping your audience in mind as you develop your learning outcomes helps ensure that they are relevant and centered on what learners must achieve. Make sure the learning outcome is focused on the student’s behavior, not the instructor’s. If the outcome describes an instructional activity or topic, then it is too focused on the instructor’s intentions and not the students.

Try to understand your audience so that you can better align your learning goals or objectives to meet their needs. While every group of students is different, certain generalizations about their prior knowledge, goals, motivation, and so on might be made based on course prerequisites, their year-level, or majors. 

Use action verbs to describe observable behavior that demonstrates mastery of the goal or objective. Depending on the skill, knowledge, or domain of the behavior, you might select a different action verb. Particularly for learning objectives which are more specific, avoid verbs that are vague or difficult to assess, such as “understand”, “appreciate”, or “know”.

The behavior usually completes the audience phrase “students will be able to…” with a specific action verb that learners can interpret without ambiguity. We recommend beginning learning goals with a phrase that makes it clear that students are expected to actively contribute to progressing towards a learning goal. For example, “through active engagement and completion of course activities, students will be able to…”

Example action verbs

Consider the following examples of verbs from different learning domains of Bloom’s Taxonomy . Generally speaking, items listed at the top under each domain are more suitable for advanced students, and items listed at the bottom are more suitable for novice or beginning students. Using verbs and associated skills from all three domains, regardless of your discipline area, can benefit students by diversifying the learning experience. 

For the cognitive domain:

• Create, investigate, design
• Evaluate, argue, support
• Analyze, compare, examine
• Solve, operate, demonstrate
• Describe, locate, translate
• Remember, define, duplicate, list

For the psychomotor domain:

• Invent, create, manage
• Articulate, construct, solve
• Complete, calibrate, control
• Build, perform, execute
• Copy, repeat, follow

For the affective domain:

• Internalize, propose, conclude
• Organize, systematize, integrate
• Justify, share, persuade
• Respond, contribute, cooperate
• Capture, pursue, consume

Often we develop broad goals first, then break them down into specific objectives. For example, if a goal is for learners to be able to compose an essay, break it down into several objectives, such as forming a clear thesis statement, coherently ordering points, following a salient argument, gathering and quoting evidence effectively, and so on.

State the conditions, if any, under which the behavior is to be performed. Consider the following conditions:

• Equipment or tools, such as using a laboratory device or a specified software application.
• Situation or environment, such as in a clinical setting, or during a performance.
• Materials or format, such as written text, a slide presentation, or using specified materials.

The level of specificity for conditions within an objective may vary and should be appropriate to the broader goals. If the conditions are implicit or understood as part of the classroom or assessment situation, it may not be necessary to state them. 

When articulating the conditions in learning outcomes, ensure that they are sensorily and financially accessible to all students.

Degree 

Degree states the standard or criterion for acceptable performance. The degree should be related to real-world expectations: what standard should the learner meet to be judged proficient? For example:

• With 90% accuracy
• Within 10 minutes
• Suitable for submission to an edited journal
• Obtain a valid solution
• In a 100-word paragraph

The specificity of the degree will vary. You might take into consideration professional standards, what a student would need to succeed in subsequent courses in a series, or what is required by you as the instructor to accurately assess learning when determining the degree. Where the degree is easy to measure (such as pass or fail) or accuracy is not required, it may be omitted.

Characteristics of effective learning outcomes

The acronym SMART is useful for remembering the characteristics of an effective learning outcome.

• Specific : clear and distinct from others.
• Measurable : identifies observable student action.
• Attainable : suitably challenging for students in the course.
• Related : connected to other objectives and student interests.
• Time-bound : likely to be achieved and keep students on task within the given time frame.

Examples of effective learning outcomes

These examples generally follow the ABCD and SMART guidelines. 

Arts and Humanities

Learning goals.

Upon completion of this course, students will be able to apply critical terms and methodology in completing a written literary analysis of a selected literary work.

At the end of the course, students will be able to demonstrate oral competence with the French language in pronunciation, vocabulary, and language fluency in a 10 minute in-person interview with a member of the teaching team.

Learning objectives

After completing lessons 1 through 5, given images of specific works of art, students will be able to identify the artist, artistic period, and describe their historical, social, and philosophical contexts in a two-page written essay.

By the end of this course, students will be able to describe the steps in planning a research study, including identifying and formulating relevant theories, generating alternative solutions and strategies, and application to a hypothetical case in a written research proposal.

At the end of this lesson, given a diagram of the eye, students will be able to label all of the extraocular muscles and describe at least two of their actions.

Using chemical datasets gathered at the end of the first lab unit, students will be able to create plots and trend lines of that data in Excel and make quantitative predictions about future experiments.

• How to Write Learning Goals , Evaluation and Research, Student Affairs (2021).
• SMART Guidelines , Center for Teaching and Learning (2020).
• Learning Taxonomies and Verbs , Center for Teaching and Learning (2021).

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Learning Outcomes for Teaching Research Skills

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• Learning Outcomes for…

The   Framework for Information Literacy for Higher Education  was developed by the Association of College & Research Libraries (ACRL) to help students understand the complex and changing landscape of Information Literacy (IL) skills that will benefit them as lifelong learners. The six "frames" below can be used over a student's entire academic career -- in the first-year, milestone, capstone, and graduate courses -- to teach students to find, use, evaluate, and produce information effectively and ethically.

Authority is Constructed and Contextual  -  Information is evaluated in part based on the author’s credibility and is applied in context.  

Information Creation is a Process  -  Information exists in different formats and should be evaluated to determine its’ usefulness.

Information has Value  -  Legal and socioeconomic interests influence information gathering and distribution.

Research as Inquiry  -  Questions beget questions in an iterative process.

Scholarship is a Conversation  -  Research matures over time through sustained discourse between scholars.

Searching is a Strategic Exploration  -  Finding information requires flexibility and inquisitiveness.

Authority is Constructed and Contextual

University Library's suggested learning outcomes (on graduation) :

Identify authoritative information sources in any form.

Evaluate the authority of information from various sources (e.g., peer-reviewed journals, magazines, newspapers, website, etc.).*

Acknowledge their own authority in certain contexts.

Recognize that authority or credibility is contextual in relation to time, discipline, methodology, and other factors.*

Information Creation is a Process

 where information exists in different formats, which has an impact on how it is used and shared. The underlying processes of creation and the final product should be critically evaluated to determine the usefulness of the information.  (Outcomes marked with an asterisk * have been identified as General Education Learning Outcomes, by the time a student has completed approximately 30 credit hours.)

Articulate the capabilities and constraints of various processes of information creation.

Critique the presentation of information within disciplines.

Articulate traditional and emerging research processes. (e.g., literature review, statistical analysis, etc.).

Distinguish between format and method of access.

Select sources that best meet an information need based on the audience, context, and purpose of various formats.*

Information Has Value

Information has value as a commodity, a means of education, a means of influence, and a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.  

Manage personal and academic information online with a knowledge of the commodification of that information.

Recognize that intellectual property is legally and socially constructed and varies by discipline and culture.

Cite sources through proper attribution.*

Identify publication practices and their related implications for how information is accessed and valued (e.g., open movement, digital divide).

Research as Inquiry

Research is an iterative process that depends upon asking increasingly complex or new questions whose answers prompt additional questions or lines of inquiry in any field. (Outcomes marked with an asterisk * have been identified as General Education Learning Outcomes, by the time a student has completed approximately 30 credit hours.)

University Library's suggested learning outcomes (on graduation) : 

Formulate questions for research of an appropriate scope, based on information gaps or by reexamining existing information.*

Select research methodology(ies) based on need, circumstance, and type of inquiry.

Organize information systematically (e.g., citation management software).

Synthesize information from multiple sources and a variety of perspectives.*

Scholarship is a Conversation

Scholarship is a conversation consisting of sustained discourse within communities of scholars, researchers, or professionals, with new insights and discoveries occurring over time as a result of a variety of perspectives and interpretations. (Outcomes marked with an asterisk * have been identified as General Education Learning Outcomes, by the time a student has completed approximately 30 credit hours.)

Contribute to the ongoing scholarly conversation at an appropriate level.

Identify the contribution that information sources make within a discipline or conversation.*

Describe the ways that communication systems privilege some perspectives and present barriers to others.*

Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline.

Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.*

Searching is a Strategic Exploration

Searching is a strategic exploration encompassing inquiry, discovery, and flexibility. Searching means understanding how information is organized, identifying relevant sources, and how to access those sources. (Outcomes marked with an asterisk * have been identified as General Education Learning Outcomes, by the time a student has completed approximately 30 credit hours.)

Identify information need and potential sources of information (e.g., scholars, organizations, governments, industries).*

Design searches strategically, considering and selecting systems to search and evaluate results.*

Refine information need and search strategies based on results.*

Identify how information systems are organized in order to access relevant information.

Apply different searching language types (e.g., controlled vocabulary, keywords)

A Methodology for Integrating Project Based Learning Outcomes and Attributes via Questionnaire

• Conference paper
• First Online: 28 June 2020
• Cite this conference paper

• Sara Ali 16 ,
• Muhammad Sajid 16 ,
• Yasar Ayaz 16 &
• Umer Asgher 16  

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1201))

Included in the following conference series:

• International Conference on Applied Human Factors and Ergonomics

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Higher educational institutions around the world are integrating project based learning into their teaching methodologies. Despite its many advantages coupled with its increasing popularity, the project based learning approach has encountered difficulties in its implementation and assessment due to a diverse range of complexities. These complexities in the application of project based learning necessitates a qualitative assessment methodology that can assess the effectiveness its implementation and serve to improve future iterations of the exercise. This paper aims to increase the effectiveness of project based learning approach by building on student’s feedback through a comprehensive questionnaire. The questionnaire maps twenty questions with four outcomes through fifteen attributes. Each attribute was linked to at least two questions, while each question on average contributed to the evaluation of three attributes. This research will enhance the learning process in a way that students can apply their knowledge more effectively by providing a comprehensive methodology for project based learning assessment using the provided questionnaire. The selected outcomes and attributes are based on complex engineering problems and will be directly relevant to any engineering curriculum.

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Frank, M., Lavy, I., Elata, D.: Implementing the project-based learning approach in an academic engineering course. Int. J. Technol. Des. Educ. 13 , 273–288 (2003)

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Grant, M.M.: Getting a grip on project-based learning: theory, cases and recommendations. Meridian Middle Sch. Comput. Technol. J. 5 , 83 (2002)

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School of Mechanical and Manufacturing Engineering (SMME), National University of Sciences and Technology (NUST), Islamabad, Pakistan

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Ali, S., Sajid, M., Ayaz, Y., Asgher, U. (2021). A Methodology for Integrating Project Based Learning Outcomes and Attributes via Questionnaire. In: Ayaz, H., Asgher, U. (eds) Advances in Neuroergonomics and Cognitive Engineering. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1201. Springer, Cham. https://doi.org/10.1007/978-3-030-51041-1_49

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An introduction to writing effective learning outcomes

How to plan your teaching and prioritise what students need to learn.

Learning outcomes describe what students should be able to do by the end of a teaching session or course. They are related to, but different from, teaching aims, which instead describe broadly what the session or course is about and its overall purpose.

Writing learning outcomes can help you to plan your teaching, for example, by prioritising key learning points for the session or course and enabling you to plan your teaching across a session or course. You may also want to share learning outcomes with your students to help them to understand what they are meant to be learning.

Core principles of learning outcomes

Learning outcomes should:

• Avoid jargon.
• Use action verbs to describe what it is that students should be able to do during and/or at the end of a session or course. One way to ensure this is by completing the sentence: ‘By the end of the session students will be able to …’ (see the ‘Learning outcome verbs’ table later in this guide).
• Not be too numerous. This helps to avoid writing a list of ‘content to be covered’ and will also help you prioritise what students need to do.
• Be specific.

Examples of learning outcomes

All learning outcomes should include an action verb to describe what students should be able to do at the end of the session or course to demonstrate their learning. Two examples are provided below:

‘Describe qualitatively the relationships between risk factors and acute respiratory infections using data from published sources.’

‘Analyse the use of language and symbolism in Middle English poetry by close reading extracts of verse.’

Learning outcome verbs

This table lists some examples of action verbs which you may find helpful when writing learning outcomes for your session or course:

When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:

• learn the basics of
• be aware of
• have a good grasp of
• be interested in
• be familiar with
• realise the significance
• become acquainted with
• obtain a working knowledge of
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We encourage you to adapt and build upon the material in any medium or format to suit your individual teaching purposes (for non-commercial purposes only). If distributing your adapted material, we ask that you credit the Centre for Teaching and Learning.

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Learning Outcomes

Explore the possibilities.

Below are undergraduate research learning outcomes taken from the literature. These outcomes can be incorporated into syllabi for undergraduate research experiences.

Missing anything? Let us know at [email protected] .

At the end of the project, students should be able to:

• Define the terminology associated with research and theory in their field
• Describe past research studies in their field of study
• Articulate how their research study makes a contribution to their academic field
• Explain the rationale for choosing particular research methodologies and data analytic techniques
• Evaluate research studies they see in the media or encounter in other courses
• Locate primary and secondary sources related to their field of study
• Synthesize and critically analyze past research in their field of study
• Design a study to answer a research question 
• Develop a hypothesis
• Describe ethical research practices and apply those practices to a research study
• Write an IRB or IACUC proposal and become IRB certified
• Collect data for a research study
• Analyze, synthesize, organize, and interpret data from their research study
• Work effectively as part of a team
• Write a research paper 
• Present their research/creative activity to an audience (e.g., poster, oral presentation, performance, display)
• Articulate what it means to be a scholar in their academic field
• Articulate the ways in which their research participation helps prepare them for graduate school and/or a career
• Describe appropriate professional conduct (e.g., at conferences, when interacting with professionals in the field)
• Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context

Although these outcomes are harder to measure, the literature suggests that after an undergraduate research experience, students tend to experience improvements in the following areas:

• Time management
• Self-confidence/self-esteem
• Independent thinking
• Problem-solving
• Organizational skills
• Leadership skills
• Intrinsic motivation
• Persistence on tasks

Baenninger, M., & Hakim, T. (1999). Undergraduate research as a curricular element: Multidisciplinary courses at the College of New Jersey.  Council on Undergraduate Research Quarterly, 20, 9-13.

Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience.  Journal of Higher Education, 74, 210-230.

Bowman, M. H., & Stage, F. K. (2002). Personalizing the goals of undergraduate research.  Journal of College Science Teaching, 32, 120-125.

Chopin, S. F. (2002). Undergraduate research experiences: The translation of science education from reading to doing.  The Anatomical Record, 269, 2-10.

Hunter, A., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development.  Science Education, 91, 36-74.

Hu, S., Scheuch, K., Schwartz, R., Gayles, J. G., & Li, S. (2008).  Reinventing undergraduate education: Engaging college students in research and creative activities. San Francisco, CA: Jossey-Bass.

Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors.  Journal of Educational Psychology, 92, 191-201.

Landrum, R. E., & Nelson, L. R. (2002). The undergraduate research assistantship: An analysis of the benefits.  Teaching of Psychology, 29, 15-19.

Lopatto, D. (2003). The essential features of undergraduate research.  Council on Undergraduate Research Quarterly, 24, 139-142.

Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First Findings.  Cell Biology Education, 3, 270-277.

Lopatto, D. (2004). What undergraduate research can tell us on research on learning. What Works, What Matters, and What Lasts, Volume IV. Retrieved from the Project Kaleidoscope website, http://www.pkal.org/documents/Vol4WhatUndergradResearchCanTellUs.cfm   

McKinney, K., Saxe, D., & Cobb, L. (1998). Are we really doing all we can for our undergraduates? Professional socialization via out-of-class experiences.  Teaching Sociology, 26, 1-13.

Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study.  Science Education, 88, 493-534.

Thiry, H., & Laursen, S. (2009).  Evaluation of the undergraduate research programs of the Biological Science Initiative: Students’ intellectual, personal and professional outcomes from participation in research. Report prepared for the Howard Hughes Medical Institute. Boulder, CO: Ethnography and Evaluation Research.

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Information Security

Expected learning outcomes.

Knowledge The Knowledge learning outcomes are primarily achieved through the development of the dissertation and guidance provided by the supervisor during the course of the Ph.D. programme. The development of the thesis will generally arise from the preparation of peer-reviewed publication during the programme so as to ensure that the student is conversant with and in his or her area of specialisation at the forefront of research in their field. In cases where a dissertation is not accompanied by supporting peer-reviewed publications authored or co-authored by the candidate, alternative forms of assessing whether the candidate is similarly aligned to the state of the art will be devised by the supervisor or supervisors of the candidate.

The Taught Component for all Tracks includes a mandatory module which covers the foundations research ethics, and a mandatory module specific to the Track in which the research is undertaken but which provides a degree of contextualisation of the candidate’s own more narrowly defined research area. Beyond these mandatory module, candidates may choose under the guidance of their supervisor or supervisors from a range of optional modules that is adjusted and updated from time to time. These optional modules encompass areas including research methods and specialised modules generally covering aspects of the current state of the art in a specific research area. The outcomes of both the individual research in the Research Component and the completion of the Taught Component will result in:

Expected Knowledge Learning Outcomes 1. Knowledge of the most advanced research in the candidate’s specialisation area (Track) of Computer Science or Information Security, respectively 2. In-depth understanding of academic theory and the preparation of high-quality research pertinent to the field of study 3. Ability to select appropriate research methods and techniques suitable for the candidate’s research field 4. In-depth understanding the current state of the art in the individual research area, and the ability to appropriately employ methods and existing research results in the development of new knowledge, theories and presentation of research in the individual research area

Skills The learning outcomes in the Skills domain relate to activities in the research community. The precise skills possible to acquire within the context of an individual study plan will vary as some research is intrinsically more collaborative in nature while other research may essentially be a largely solitary endeavour. Where appropriate, however, the Ph.D. programme will seek to impart skills suitable to the active participation in collaborative research and, on completion, also the ability to independently conduct and lead research within both an academic and potentially applied context such as one found in government and industry. Whilst the latter is not achieved or typically achievable by candidates themselves as part of their studies, successful completion of the programme enables to translate the understanding of processes and dynamics from observations and taught elements into such abilities. As in case of the previously described Knowledge outcomes, the preparation of the dissertation forms a significant part of the development of these learning outcomes. The experiences passed on from the supervisor and in the writing of peer-review publications contribute to the student’s ability to interact with the national and international research community and to disseminate their research findings. The outcomes of both the individual research in the Research Component and the completion of the Taught Component will result in:

Expected Skills Learning Outcomes 1. Ability to perform the planning and preparation as well as to lead and manage research projects in the area of Computer Science or Information Security, respectively, in academic as well as in government or industrial settings 2. Ability to support and participate in academic, government, and industrial research at an internationally competitive level 3. Ability to comprehend complex academic issues and the related ethical considerations pertaining to the design and conduct of research 4. Ability to understand and challenge the existing knowledge and practise in the chosen specialisation area of Computer Science or Information Security, respectively

General Competence The development of the General Competence required to participate actively and constructively in the international research community, and to interact with other collaborators from outside the area of specialisation of the candidate within the discipline — considering that the discipline is often called upon to serve as a bridge to other disciplines as noted in section "Short description" — and the general public are covered by a more varied set of learning outcomes.

The elaboration of the thesis and preparation of the dissertation still has a major impact in teaching the student how to organise and explain their thoughts and research but these outcomes go beyond the formal written presentation of scientific research. The ability to speak with clarity about these advanced research topics needs to be developed and is provided by the student’s attendance at conferences, seminars, and workshops for the presentation and discussion of publications. It is also the result of interactions at workshops, seminars, and tutorials within the faculty and culminating with the public oral defence of their research in the viva voce. Mandatory taught courses in research ethics are employed to develop an understanding of the wider societal impact of candidates’ research, while collaborative techniques enabling interaction with other disciplines and to conduct projects to provide high-quality, and ethically valid research will be imparted by supervisors as appropriate to enable candidates’ advanced understanding of both their area of specialisation and the wider context of their chosen domain within the discipline of Computer Science.

The outcomes of both the individual research in the Research Component and the completion of the Taught Component will hence result in:

Expected General Competence Learning Outcomes 1. Ability to identify new problems arising from recent developments in and related to the chosen research domain within the discipline of Computer Science or Information Security, respectively, and the ability to assess the likely impact of such developments on society 2. Ability to conduct ethically and scientifically sound research in the chosen specialisation domain of Computer Science or Information Security, respectively, within the bounds of the law and given due consideration of ethical and moral constraints 3. Ability to successfully conduct and manage research undertakings which may include aspects not only from the chosen research domain but also from other domains within the discipline of Computer Science or Information Security, respectively, and elements of interdisciplinary research involving diverse groups of individuals 4. Ability to organise and participate in research and development through established national and international research frameworks 5. Ability to argue the merits, limitations, and possibilities of new developments in the chosen research domain within the discipline of Computer Science or Information Security, respectively, at a level commensurate to the international state of the art such as in internationally recognised fora 6. Capability to apply current abstract research and methods within the chosen research domain to specific problems in creative and innovative ways

Course Information

Course objectives, student learning outcomes, assessment, course objectives.

This course is designed to enable students to:

• identify and discuss the role and importance of research in the social sciences.
• identify and discuss the issues and concepts salient to the research process.
• identify and discuss the complex issues inherent in selecting a research problem, selecting an appropriate research design, and implementing a research project.
• identify and discuss the concepts and procedures of sampling, data collection, analysis and reporting.

Student Learning Outcomes:

Students who successfully complete this course will be able to:

• explain key research concepts and issues
• read, comprehend, and explain research articles in their academic discipline.

Learning Assessment:

• SLO #1 is assessed via student-led discussions of the textbook in Modules 1 through 5.
• SLO #2 is assessed via student led discussions of the 5 research designs presented in the Research Portfolio.
• Course Objectives, Student Learning Outcomes, Assessment. Authored by : WIlliam Pelz. Provided by : Herkimer College. Project : Research Methods in Social Science - Achieving the Dream course. License : CC BY-SA: Attribution-ShareAlike

Student nurses' learning outcomes through participation in a clinical nursing research project: A qualitative study

Affiliations.

• 1 Lovisenberg Diaconal University College, Lovisenberggata 15b, N-0456, Oslo, Norway. Electronic address: [email protected].
• 2 Lovisenberg Diaconal Hospital, Lovisenberggata 17, N-0456, Oslo, Norway. Electronic address: [email protected].
• 3 Lovisenberg Diaconal University College, Lovisenberggata 15b, N-0456, Oslo, Norway. Electronic address: [email protected].
• PMID: 32062531
• DOI: 10.1016/j.nepr.2020.102727

100 bachelor students participated in a research project integrated in their clinical placements. They assessed patients admitted at a certain date/time regarding pain/pain intensity and risk of decubitus, falling and nutritional problems. In the current study is examined the students' learning experiences from participating in this project through focus group interviews. Data analysis of electronically recorded and transcribed interviews following Braun and Clarke's six phases of thematic analysis. Although pressed for time the students felt able to adapt their communication to patients' various situations, explain about the project, receive a signed consent form, and do the data collection. During the project they had honed their communicative skills, become more confident, and able to utilise their theoretical knowledge to reflect, observe, assess, and act. They were able to attune their communication to the various patients and create a trusting relationship which made the assessments possible in spite of the brevity of their meetings. In spite of this mainly interpersonal focus we trust that this first empirical research experience will enhance their ability to read and understand research papers. Furthermore, the students found they had learned a lot and acquired greater understanding of the connection between theory and practical patient work.

Keywords: Communication; Interpersonal skills; Learning outcomes; Research participation.

Copyright © 2020 Elsevier Ltd. All rights reserved.

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Modifying a self-efficacy tool for people with learning disabilities using inclusive, open and accessible research

Dr Anna Cox, Senior Lecturer in Health and Social Care, worked with experts in learning disabilities (by profession or experience) to deliver inclusive and accessible research with and for people with learning disabilities.   

People with learning disabilities can be good parents with the right support. Interventions exist to support parents-to-be with learning disabilities, but evaluation of their impact is limited by a lack of accessible outcome measures. Our study used a process of inclusive research to address this. We worked with experts in learning disabilities (by profession or experience) to modify a Tool to Masure Parenting Self-Efficacy in the ANtenatal period (TOPSE AN), to make it accessible and meaningful as an outcome measure for people with learning disabilities. 

Our approach

The study aimed to be inclusive and accessible.  Inclusivity was achieved by fully involving people with learning disabilities in the research process.  A father with learning disabilities was co-investigator, and specialist parent advocates supported the research. The breadth of experience in the research team and advisory group, and the focus on inclusivity and a sharing of power in the research process, created a tool that is accessible and meaningful to parents-to-be with learning disabilities. However, accessibility is important in terms of both the product and its dissemination. We published the paper as an open access article 1 and made the modified tool 2 available to others as a free download. However, ‘open’ doesn’t necessarily mean ‘accessible’. Therefore, we also recorded a short discussion of the paper 3 – a video abstract - and attached it to the article online. This discussion involved two authors, a researcher and a father with learning disabilities. 

Benefits and challenges

Our approach to accessible dissemination required very little time or money. Following previous advice not to script people with learning disabilities, our video abstract for the British Journal of Learning Disabilities’ website was a relaxed and chatty discussion between a researcher and a father with learning disabilities. However, our accessible tool measures the construct of ‘self-efficacy’ but in the discussion the term ‘self-confidence’ is used by the father with learning disabilities, a construct often used interchangeably with self-efficacy. Involving people with lived experience in the production of accessible outputs has many benefits, but also introduces the challenge of achieving accessibility without compromising meaning, balancing lay and academic language.   

The outcome

Working on inclusive research is a rewarding experience for both experts by profession and experts by experience. Developing resources with the population who will implement or benefit from them ensures they are meaningful and supports future dissemination and impact.  Accessible dissemination gives opportunity to share why our work matters and what it means, with people it is designed to benefit. Accessible written summaries or recorded discussions should be widely adopted, particularly in research addressing inequalities in underserved communities.   

URL, references and further information

• Ip, A., Kendall, S., Jabeen, A., Watkin, S., & Cox, A. (2023). A measure to evaluate parenting interventions: Using inclusive research to modify a tool to measure change in parenting self-efficacy during the antenatal period.  British Journal of Learning Disabilities , 1–9.  https://doi.org/10.1111/bld.12561  
• Accessible Version of TOPSE for Parents-to-be https://www.topse.org.uk/site/how-to-access-accessible-version-of-topse-for-parents-to-be/   
• Video Abstract - A measure to evaluate parenting interventions, British Journal of Learning Disabilities https://www.youtube.com/watch?v=KHeh9pht_gI   

Further information on inclusive learning disability focused research related to this case study is available on the project website .

Project team

Dr Anna Cox, Senior Lecturer in Health and Social Care, School of Health Sciences, University of Surrey 

• [email protected] ; @annaclarecox  
• https://orcid.org/0000-0001-5254-1296  

Mr Scott Watkin BEM, Expert by Experience  

Dr Athena Ip, Research Fellow, School of Health Sciences, University of Surrey 

Ali Jabeen, Operations Manager Elfrida Society Parent’s Project. The Specialist Advocates for parents with Learning disabilities and or learning difficulties. 

Professor Sally Kendall, Professor of Community Nursing and Public Health, Centre for Health Services Studies, University of Kent 

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