Three educational models for positioning the Maastricht research-based learning programme

This chapter introduces three models describing approaches of research-based learning for the further refinement of undergraduate research at maastricht university. The first model by healey and jenkins (developing undergraduate research and inquiry. Higher education academy, york, 2009) focuses on the role of the student (active participant or audience) and the scope of the research programme (research content or research processes and problems). The second model by beckman and hensel (cur q 29(4):40–44, 2009) distinguishes eight continua for further refining the concept of undergraduate research. The third model by van merriënboer (training complex cognitive skills: a four-component instructional design model for technical training. Educational technology publications, englewood cliffs, 1997) focuses on the level of maturity of the students and the level of independence provided to them during their research project. In the early days of the maastricht research-based learning (marble) project, there was little room to draw up a more structured approach for research-based learning. Introducing these models to the marble coordinators resulted in – to say the least – very interesting discussions among the coordinators, as the application of the models provided more in-depth insights into how research-based learning could be designed and what it means to staff and students. Therefore, the models presented in this chapter will serve as analytical tools in order to capture the different forms of research-based learning as presented in this volume’s case study chapters.keywordseducational modelsinstructional designresearch-based learningundergraduate research