RSA 3: Resource-Based Learning

Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement

The article “Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement” discusses a case study where a resource-based learning environment was implemented to study earths movements. The resource based learning environment was set up using four components. First component was choosing static or dynamic resources and deciding between print or non-print resources. The second component was setting up a virtual or real environment. Third component was setting up the tools that would be available for the students. The last component how to use scaffolding based on the knowledge the students already have. A pretest and a posttest was used to analysis results. Results showed that all students did not benefit equally from the resource based learning. Students did not have enough experiences with resource based learning before going into this unit.

Impacts of an Online-Supported, Resource-Based Learning Environment: Does One Size Fit All?

The article “Impacts of an Online-Supported, Resource-Based Learning Environment: Does One Size Fit All?” compares two resource-based learning environments, one environment online, the other traditional method or print based. The case study was done in 2003 when technology was not as common then today. Many on-campus students did not want to use the online environment because they were confused or didn’t want to take the time to learn new skills to complete the lesson. Resource based learning offers more flexibility through the online environment but back in 2003 less than 50% of on campus students would you the online resources.

Mapping and managing knowledge and information in resource-based learning

The article “Mapping and managing knowledge and information in resource-based learning” discusses how resource-based learning can be difficult if the student does not have the skills to organize thoughts and the research found. The article talking about using concepts maps in order to help the students organize the data. Written and visual examples of how to use concept maps are explained throughout the article.  

Refining Assessment for Research-based Learning

The article “Refining Assessment for Research-based Learning” is an older article written in 1999. Despite being older and discussions different technology, the ideals behind research-based learning has not change. The article introduces CD-ROMs as a way of doing research and assessment. CD-ROMS being a new media source that is not printed text is one of the components for research-based learning. The conclusion talks about how the use of online resources and online collaboration will increase in the years to come.

Despite how some of these articles are over ten years old, the ideals of research based learning has not changed. Explore new technology to gather information and to expand research beyond printed sources is a theme of research based learning dating back 15 years ago. With more people becoming familiar different technologies, research based learning will become a more efficient way for students to learn. Looking at the results of the four articles read above, it would seem that an area where students struggle when it comes to research based learning is how to organize the data from so many different sources. Another common assessment of research based learning is that it can be more time consuming than other members

Armatas, C., Holt, D., & Rice, M. (2013). Impacts of an online-supported, resource-based learning environment: Does one size fit all? Distance Education, 24(2), 141-158. Retrieved from Ebscohost.

Campbell, L., Flageolle, P., Griffith, S., Wojcik, C. (2014). Resource-based learning. Retrieved from http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning

Kong, C., & SO, W. (2010). Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement. Interactive Learning Environments, 18(2), 153-175. Retrieved from Ebscohost.

MacDonald, J., Mason, R., & Heap, N. (1999). Assessment and Evaluation in Higher Education. Refining Assessment for Research-based Learning, 24(3), 345-355. Retrieved from Ebscohost.

Tergan, S., Graber, W., & Neumann, A. (2006). Mapping and managing knowledge and information in resource‐based learning. Innovations in Education and Teaching International, 43(4), 327-336. Retrieved from Ebscohost.