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Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education

Author

Listed:
  • Enrique Rosales-Asensio

    (Department of Electrical Engineering, Universidad de Las Palmas de Gran Canaria, Campus de Tafira s/n, 35017 Las Palmas de Gran Canaria, Spain)

  • Carlos Sierra

    (Department of Mining, Topography and Structure Technology, University of León, Campus de Vegazana, 24006 León, Spain)

  • Clara Pérez-Molina

    (Department of Electrical Engineering, Electronics, Control, Telematics and Chemistry Applied to Engineering, UNED, Juan del Rosal, 12, Ciudad Universitaria, 28040 Madrid, Spain)

  • Jesús Romero-Mayoral

    (Department of Electrical Engineering, Universidad de Las Palmas de Gran Canaria, Campus de Tafira s/n, 35017 Las Palmas de Gran Canaria, Spain)

  • Antonio Colmenar-Santos

    (Department of Electrical Engineering, Electronics, Control, Telematics and Chemistry Applied to Engineering, UNED, Juan del Rosal, 12, Ciudad Universitaria, 28040 Madrid, Spain)

Abstract

This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.

Suggested Citation

  • Enrique Rosales-Asensio & Carlos Sierra & Clara Pérez-Molina & Jesús Romero-Mayoral & Antonio Colmenar-Santos, 2021. "Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education," Sustainability, MDPI, vol. 13(18), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10437-:d:638763
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    References listed on IDEAS

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    1. Caroline S. Wagner & Travis A. Whetsell & Loet Leydesdorff, 2017. "Growth of international collaboration in science: revisiting six specialties," Scientometrics, Springer;Akadémiai Kiadó, vol. 110(3), pages 1633-1652, March.
    2. Wang, Jian & Hicks, Diana, 2015. "Scientific teams: Self-assembly, fluidness, and interdependence," Journal of Informetrics, Elsevier, vol. 9(1), pages 197-207.
    3. Barnes, Tina & Pashby, Ian & Gibbons, Anne, 2002. "Effective University - Industry Interaction:: A Multi-case Evaluation of Collaborative R&D Projects," European Management Journal, Elsevier, vol. 20(3), pages 272-285, June.
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