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Research Based Learning – RBL (EXTEND-04) - PhD Students

Course Description

The main argument of Research Based Learning (RBL) is that the students develop the art and skills of research methodologies by conducting research. The course provides a board overview of the essential process of research. The course will be focusing on problem formulation and statement of hypotheses and cover research design, data collection, analysis, reporting and interpreting. The course will be interesting for young researchers and professionals, PhD students and master students, who are actively developing their research activity. The course provides the classification of different types of research designs available to the researchers. The students will learn how to design the study-plan. The course aims to formulate research proposals and the required steps to complete the research study.


  • Teacher-centred methods
  • Content focused methods
  • Interactive/participative methods

Course Length

2 ECTS, 16 contact hours, 16 independent hours.

Course Objectives

Purpose of the course: Search for acceptable mechanisms for the development of research competence of teachers of graduate students and undergraduates of engineering and other specialties, based on the use of innovative, technological, search and other teaching methods aimed at training and retraining competitive specialists for the needs of the national economy of the Sughd region of the Republic of Tajikistan.

Objectives of the course:

  • formation and development of research skills, the ability to independently set and solve research problems;
  • teaching creative thinking based on basic educational training and a formed high level of possession of research knowledge, skills and abilities;
  • implementation of activities aimed at solving scientific problems under the guidance of a supervisor, the development of creative abilities and professional qualities of the personality of a teacher, graduate student and undergraduate;
  • the use of innovative, technological, search and other approaches in the process of teaching and teaching engineering disciplines and other social sciences,
  • demonstration of inductive and deductive methods of conducting scientific research, developing the skills of critical and analytical thinking of project participants,
  • training teachers of high scientific qualifications with the aim of further teaching students the skills of introducing scientific research.

In the process of teaching and studying the modules existing in this course and for the formation of research skills, the types of activities and tasks are determined that will contribute to the formation of research competence, the correct selection and presentation of the content component. Conditions are being created for the disclosure of the personal potential of a master student, graduate student and researcher by means of developing teaching technologies.

Course Goals

Purpose of the course: Search for acceptable mechanisms for the development of research competence of teachers of graduate students and undergraduates of  engineering and other specialties, based on the use of innovative, technological, search and other teaching methods aimed at training and retraining competitive specialists for the needs of the national economy of the Sughd region of the Republic of Tajikistan.

Course Requirements

Undergraduates, graduate students and teachers who are interested in increasing their competence and developing their skills in the field of engineering disciplines and other related or fundamental disciplines;

Higher professional education in the field of engineering and other fundamental sciences (master's degree, specialist and, ultimately, for those studying in graduate school, the defense of a Ph.D. thesis and obtaining the relevant documents.

Final Action Plan Project

Reading materials:

  • Agramakova O.V. and Yushkov A.N. Development of engineering skills through research and projects. M., 1999. 235 pages.
  • Bruner D. The learning process. M, 179 pages.
  • Bruner D. Studies of the Development of Cognitive Activity, M., 1971.
  • Bruner D. Psychology of Cognition. М.,1977.
  • Varlamov N.V. Multimedia and interactive computer technologies in lecture courses of engineering disciplines. Moscow, 1998, 165 pages.
  • Klarin M.V. Innovative models of learning in foreign pedagogical searches. - M., 1994,234 pages.
  • Klarin N.V. Innovation in world pedagogy: teaching on the basis of research (Analysis of foreign experience) - Riga. NPC "Experiment", 1995, 234 pages.
  • Lebedeva O.V. Formation of methodological competence of teachers in the organization of research activity. Vestnik of Nizhny Novgorod University named after N.I. Lobachevsky. - 2010. - No.5(2). pages. 403-406.
  • Lerner I.Ya. Didacticheskie osnovy metodov obrazovaniya. - M., 1981 New views on geographic education (translated from English; ed. by V.P. Maksakovsky, L.M. Pancheshnikova.) M., 1986, 154 pages.
  • Maslennikova L.V., Aryukova O.A. Methods of training future engineers for the application of mathematical modeling in professional activity in teaching physics. M., 1998,198 pages.
  • Fedotova E.L. Innovative educational methods and technologies in conditions of university informatization. Problems of social development and education. Economic and socio-humanitarian studies. - 2010. - №3(4). - Pages.125-132.
  • Zhunusova MA, Vlasova LM, Remetova NS, The introduction of research-based learning technology for students in the specialty "Biology" in medical school // Chemistry and Biology: Electronic scientific journal. - 2015. - №3(12). - Pages 88-96.
  • Rogers C.R. Freedom to learn for the 80's. - Columbus, 1984. - Pages. 139

Evaluation Standards

Overview of Assessment Principles

Assessment Tasks

Weighting (%)


Assessment Methods

Design of the curriculum




Piloting of the curriculum (presentation)



Peer assessment

Course Grading

  • 0-100
  • Tentative course agenda
  • Assignments
  • Group assignments
  • Individual assignments
  • Participation
  • Class activities and attendance 
  • Weekly score

Tentative  course agenda

Topics / Modules Contact Hours Independent
The grounds of assessment 1 -
Assessment of learning vs. assessment for learning 3 6
Assessment techniques and tools 4 6
Assessment in an Institutional frame-management of quality assessment
in education
4 8
Total 12 13

Piloting of the course

  1. Piloting 1
  2. Piloting 2
  3. Piloting 3

Other documents

  2. Sylabus_EXTEND Russian version
  3. Syllabus EXTEND Engish version