This study contributes to the pedagogical literature in drawing on findings from students’ survey exploring perceptions of research-informed teaching, to examine how links between research and teaching can be suitably strengthened. The study employed a descriptive research design limited to the undergraduate students taking thesis/capstone courses in the tertiary levels as respondents of the study. The findings noted that the students’ responses from different disciplines: engineering, science, education, business related and computer on the nexus between research and teaching is remarkable in fostering student expectations of research-informed teaching approaches. Students’ expectations on research-led, research-oriented, research-based and research-tutored are enablers in linking research and teaching. It is recommended that experimental studies should be conducted using the four different research-informed teaching approaches in the classroom namely: research-led, research-oriented, research-based and research-tutored.

Authors:
Lina Calucag, University of Technology Bahrain, Bahrain

About the Presenter(s)
Dr. Lina S. Calucag is the Head of Planning and Development Department of the University of Technology Bahrain. She is a Senior Fellow of Higher Education Academy, UK. She presented and published research in international conferences across the globe

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