Research-Based Learning in Engineering Education: A Case Study

This paper presents a case study of research-based learning (RBL) implemented in an undergraduate engineering course through a module titled “State-of-Charge Monitoring of Li-Ion Batteries Using Thermographic Surface-Temperature Measurements”. The experiment involved 10 third-year engineering students and employed a single-group pre- and post-test design and a lecturer interview. The module provided students with an authentic research experience using advanced laboratory equipment. The study examines students’ attitudes, satisfaction, and development of research skills, as well as the lecturer’s perspective on the advantages and challenges of RBL. While the study had a limited timeframe and specific design characteristics, the findings could benefit researchers interested in integrating RBL. Results indicated that students showed initial interest, primarily seeking practical knowledge and skills. By the end of the experiment, they reported that RBL fostered high motivation and strengthened their sense of commitment, responsibility, and initiative. Despite the students’ enthusiasm and the lecturer’s motivation, the results show that preparing and implementing RBL required significant time and effort on the lecturer’s part. The students’ lack of prior knowledge in research activities and the limited time frame posed considerable challenges. Recommendations include implementing RBL over a longer period and involving additional educators to enhance student support.