Reflection and lessons learned

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

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

De ingekorte schaal voor algemene, emotionele en sociale eenzaamheid

Eenzaamheid wordt algemeen beschouwd als belangrijke indicator van sociaal welbevinden en betreft gevoelens verbonden aan het missen van een intieme relatie (emotionele eenzaamheid) en/of een tekort en gemis betreffende het bredere sociale netwerk (socialeenzaamheid). De 11-item De Jong Gierveld schaal is uitgebreid getoetst en daarvan is bewezen dat het een valide en betrouwbaar meetinstrument vormt voor eenzaamheid in het algemeen, maar ook voor emotionele en sociale eenzaamheid. De lengte van deze schaal vormde soms een bezwaar voor gebruik in grootschalige survey’s. In deze studie wordt de kwaliteit van een verkorte versie van deze schaal getoetst in nieuwe survey’s (N = 9448). Toetsende factoranalyses onderbouwen de twee latente factoren. Congruente validiteit en de samenhang met verschillende determinanten (partnerstatus, gezondheid) bleken optimaal te zijn. De 6-item De Jong Gierveld schaal kan in grootschalige survey’s worden ingezet als een betrouwbaar en valide meetinstrument voor emotionele en sociale eenzaamheid, alsook voor eenzaamheid in het algemeen

Staff and student views of lecture capture: a qualitative study

Many universities now use lecture capture. We used focus groups to investigate perceptions of lectures and their capture in staff (N = 8) and students (N = 17). We found that staff and students held different views of lectures and this impacted on their perceptions of lecture capture. Our findings confirmed a range of previously identified uses of lecture capture and additionally demonstrated its use to model expert behaviour. Furthermore, we report here that students felt lecture capture reduced anxiety, particularly for those with disabilities, indicating that lecture capture may be a useful tool in creating an environment that supports mental wellbeing. Despite this potential value of lecture capture, it was still perceived to have some negative impact on the live lecture; reducing the interaction with students and prevent staff using anecdotes and humour in their teaching, which could reduce the value of the lecture capture

Changes in older adult loneliness: results from a seven-year longitudinal study

This study examines loneliness and its correlates-health, residential care, partner status, and network size-over a seven-year period among adults born between 1908 and 1937. The four waves of data are from the Dutch Living Arrangements and Social Networks of Older Adults" and the "Longitudinal Aging Study of Amsterdam programs. Data from at least two waves are available for 2,925 respondents. Results show that older adults generally become lonelier as time passes. The increase is greater for the oldest, the partnered, and those with a better functional capacity at baseline. Older adults who lose their partner by death show the greatest increase in loneliness. Not all older adults become more lonely: Improvement in functional capacity and network expansion lead to less loneliness. Entry into residential care does not affect loneliness. The longitudinal design provides new insights into factors that protect against loneliness compared to cross-sectional studies. © 2005 Sage Publications