Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Madeleine Pownall; Flávio Azevedo; Laura M König; Hannah R Slack; Zoe Flack; Sandra Grinschgl; Mahmoud M Elsherif; Katie A Gilligan-Lee; Catia M F de Oliveira; Biljana Gjoneska; Tamara Kalandadze; Katherine Button; Sarah Ashcroft-Jones; Jenny Terry; Nihan Albayrak-Aydemir; Filip Děchtěrenko; Shilaan Alzahawi; Bradley J Baker; Merle-Marie Pittelkow; Lydia Riedl; Kathleen Schmidt; Charlotte R Pennington; John J Shaw; Timo Lüke; Matthew C Makel; Helena Hartmann; Mirela Zaneva; Daniel Walker; Steven Verheyen; Daniel Cox; Jennifer Mattschey; Tom Gallagher-Mitchell; Peter Branney; Yanna Weisberg; Kamil Izydorczak; Ali H Al-Hoorie; Ann-Marie Creaven; Suzanne L K Stewart; Kai Krautter; Karen Matvienko-Sikar; Samuel J Westwood; Patricia Arriaga; Meng Liu; Myriam A Baum; Tobias Wingen; Robert M Ross; Aoife O'Mahony; Agata Bochynska; Michelle Jamieson; Myrthe Vel Tromp; Siu Kit Yeung; Martin R Vasilev; Amélie Gourdon-Kanhukamwe; Leticia Micheli; Markus Konkol; David Moreau; James E Bartlett; Kait Clark; Gwen Brekelmans; Theofilos Gkinopoulos; Samantha L Tyler; Jan Philipp Röer; Zlatomira G Ilchovska; Christopher R Madan; Olly Robertson; Bethan J Iley; Samuel Guay; Martina Sladekova; Shanu Sadhwani; null Forrt

doi:10.1098/rsos.221255

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Madeleine Pownall, Flávio Azevedo, Laura M König, Hannah R Slack, Zoe Flack, Sandra Grinschgl, Mahmoud M Elsherif, Katie A Gilligan-Lee, Catia M F de Oliveira, Biljana Gjoneska, Tamara Kalandadze, Katherine Button, Sarah Ashcroft-Jones, Jenny Terry, Nihan Albayrak-Aydemir, Filip Děchtěrenko, Shilaan Alzahawi, Bradley J Baker, Merle-Marie Pittelkow, Lydia RiedlKathleen Schmidt, Charlotte R Pennington, John J Shaw, Timo Lüke, Matthew C Makel, Helena Hartmann, Mirela Zaneva, Daniel Walker, Steven Verheyen, Daniel Cox, Jennifer Mattschey, Tom Gallagher-Mitchell, Peter Branney, Yanna Weisberg, Kamil Izydorczak, Ali H Al-Hoorie, Ann-Marie Creaven, Suzanne L K Stewart, Kai Krautter, Karen Matvienko-Sikar, Samuel J Westwood, Patricia Arriaga, Meng Liu, Myriam A Baum, Tobias Wingen, Robert M Ross, Aoife O'Mahony, Agata Bochynska, Michelle Jamieson, Myrthe Vel Tromp, Siu Kit Yeung, Martin R Vasilev, Amélie Gourdon-Kanhukamwe, Leticia Micheli, Markus Konkol, David Moreau, James E Bartlett, Kait Clark, Gwen Brekelmans, Theofilos Gkinopoulos, Samantha L Tyler, Jan Philipp Röer, Zlatomira G Ilchovska, Christopher R Madan, Olly Robertson, Bethan J Iley, Samuel Guay, Martina Sladekova, Shanu Sadhwani, Forrt

Research output: Contribution to journal › Review article › peer-review

1 Citation (Scopus)

Abstract

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Original language	English
Article number	221255
Pages (from-to)	221255
Number of pages	1
Journal	Royal Society open science
Volume	10
Issue number	5
DOIs	https://doi.org/10.1098/rsos.221255
Publication status	Published - 1 May 2023

Keywords

higher education
open research
open scholarship
open science
pedagogy
teaching

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10.1098/rsos.221255

https://doi.org/10.1098/rsos.221255Licence: CC BY

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Pownall, M., Azevedo, F., König, L. M., Slack, H. R., Flack, Z., Grinschgl, S., Elsherif, M. M., Gilligan-Lee, K. A., de Oliveira, C. M. F., Gjoneska, B., Kalandadze, T., Button, K., Ashcroft-Jones, S., Terry, J., Albayrak-Aydemir, N., Děchtěrenko, F., Alzahawi, S., Baker, B. J., Pittelkow, M-M., ... Forrt (2023). Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes. Royal Society open science, 10(5), 221255. [221255]. https://doi.org/10.1098/rsos.221255

@article{cab7ff7bb3cc4e68a10efff4ec6b467e,

title = "Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes",

abstract = "In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.",

keywords = "higher education, open research, open scholarship, open science, pedagogy, teaching",

author = "Madeleine Pownall and Fl{\'a}vio Azevedo and K{\"o}nig, {Laura M} and Slack, {Hannah R} and Zoe Flack and Sandra Grinschgl and Elsherif, {Mahmoud M} and Gilligan-Lee, {Katie A} and {de Oliveira}, {Catia M F} and Biljana Gjoneska and Tamara Kalandadze and Katherine Button and Sarah Ashcroft-Jones and Jenny Terry and Nihan Albayrak-Aydemir and Filip D{\v e}cht{\v e}renko and Shilaan Alzahawi and Baker, {Bradley J} and Merle-Marie Pittelkow and Lydia Riedl and Kathleen Schmidt and Pennington, {Charlotte R} and Shaw, {John J} and Timo L{\"u}ke and Makel, {Matthew C} and Helena Hartmann and Mirela Zaneva and Daniel Walker and Steven Verheyen and Daniel Cox and Jennifer Mattschey and Tom Gallagher-Mitchell and Peter Branney and Yanna Weisberg and Kamil Izydorczak and Al-Hoorie, {Ali H} and Ann-Marie Creaven and Stewart, {Suzanne L K} and Kai Krautter and Karen Matvienko-Sikar and Westwood, {Samuel J} and Patricia Arriaga and Meng Liu and Baum, {Myriam A} and Tobias Wingen and Ross, {Robert M} and Aoife O'Mahony and Agata Bochynska and Michelle Jamieson and Tromp, {Myrthe Vel} and Yeung, {Siu Kit} and Vasilev, {Martin R} and Am{\'e}lie Gourdon-Kanhukamwe and Leticia Micheli and Markus Konkol and David Moreau and Bartlett, {James E} and Kait Clark and Gwen Brekelmans and Theofilos Gkinopoulos and Tyler, {Samantha L} and R{\"o}er, {Jan Philipp} and Ilchovska, {Zlatomira G} and Madan, {Christopher R} and Olly Robertson and Iley, {Bethan J} and Samuel Guay and Martina Sladekova and Shanu Sadhwani and Forrt",

note = "Funding Information: T.G.M. is supported by a UKRI/ESRC rapid call grant, K.M.S. by Health Research Board Applying Research into Policy and Practice Fellowship, R.M.R. is supported by the John Templeton Foundation (grant ID: 62631) and B.J.I. by a Northern Ireland Department for the Economy Research Studentship. Publisher Copyright: {\textcopyright} 2023 The Authors.",

year = "2023",

month = may,

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doi = "10.1098/rsos.221255",

language = "English",

volume = "10",

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Pownall, M, Azevedo, F, König, LM, Slack, HR, Flack, Z, Grinschgl, S, Elsherif, MM, Gilligan-Lee, KA, de Oliveira, CMF, Gjoneska, B, Kalandadze, T, Button, K, Ashcroft-Jones, S, Terry, J, Albayrak-Aydemir, N, Děchtěrenko, F, Alzahawi, S, Baker, BJ, Pittelkow, M-M, Riedl, L, Schmidt, K, Pennington, CR, Shaw, JJ, Lüke, T, Makel, MC, Hartmann, H, Zaneva, M, Walker, D, Verheyen, S, Cox, D, Mattschey, J, Gallagher-Mitchell, T, Branney, P, Weisberg, Y, Izydorczak, K, Al-Hoorie, AH, Creaven, A-M, Stewart, SLK, Krautter, K, Matvienko-Sikar, K, Westwood, SJ, Arriaga, P, Liu, M, Baum, MA, Wingen, T, Ross, RM, O'Mahony, A, Bochynska, A, Jamieson, M, Tromp, MV, Yeung, SK, Vasilev, MR, Gourdon-Kanhukamwe, A, Micheli, L, Konkol, M, Moreau, D, Bartlett, JE, Clark, K, Brekelmans, G, Gkinopoulos, T, Tyler, SL, Röer, JP, Ilchovska, ZG, Madan, CR, Robertson, O, Iley, BJ, Guay, S, Sladekova, M, Sadhwani, S & Forrt 2023, 'Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes', Royal Society open science, vol. 10, no. 5, 221255, pp. 221255. https://doi.org/10.1098/rsos.221255

TY - JOUR

T1 - Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

AU - Pownall, Madeleine

AU - Azevedo, Flávio

AU - König, Laura M

AU - Slack, Hannah R

AU - Flack, Zoe

AU - Grinschgl, Sandra

AU - Elsherif, Mahmoud M

AU - Gilligan-Lee, Katie A

AU - de Oliveira, Catia M F

AU - Gjoneska, Biljana

AU - Kalandadze, Tamara

AU - Button, Katherine

AU - Ashcroft-Jones, Sarah

AU - Terry, Jenny

AU - Albayrak-Aydemir, Nihan

AU - Děchtěrenko, Filip

AU - Alzahawi, Shilaan

AU - Baker, Bradley J

AU - Pittelkow, Merle-Marie

AU - Riedl, Lydia

AU - Schmidt, Kathleen

AU - Pennington, Charlotte R

AU - Shaw, John J

AU - Lüke, Timo

AU - Makel, Matthew C

AU - Hartmann, Helena

AU - Zaneva, Mirela

AU - Walker, Daniel

AU - Verheyen, Steven

AU - Cox, Daniel

AU - Mattschey, Jennifer

AU - Gallagher-Mitchell, Tom

AU - Branney, Peter

AU - Weisberg, Yanna

AU - Izydorczak, Kamil

AU - Al-Hoorie, Ali H

AU - Creaven, Ann-Marie

AU - Stewart, Suzanne L K

AU - Krautter, Kai

AU - Matvienko-Sikar, Karen

AU - Westwood, Samuel J

AU - Arriaga, Patricia

AU - Liu, Meng

AU - Baum, Myriam A

AU - Wingen, Tobias

AU - Ross, Robert M

AU - O'Mahony, Aoife

AU - Bochynska, Agata

AU - Jamieson, Michelle

AU - Tromp, Myrthe Vel

AU - Yeung, Siu Kit

AU - Vasilev, Martin R

AU - Gourdon-Kanhukamwe, Amélie

AU - Micheli, Leticia

AU - Konkol, Markus

AU - Moreau, David

AU - Bartlett, James E

AU - Clark, Kait

AU - Brekelmans, Gwen

AU - Gkinopoulos, Theofilos

AU - Tyler, Samantha L

AU - Röer, Jan Philipp

AU - Ilchovska, Zlatomira G

AU - Madan, Christopher R

AU - Robertson, Olly

AU - Iley, Bethan J

AU - Guay, Samuel

AU - Sladekova, Martina

AU - Sadhwani, Shanu

AU - Forrt, null

N1 - Funding Information: T.G.M. is supported by a UKRI/ESRC rapid call grant, K.M.S. by Health Research Board Applying Research into Policy and Practice Fellowship, R.M.R. is supported by the John Templeton Foundation (grant ID: 62631) and B.J.I. by a Northern Ireland Department for the Economy Research Studentship. Publisher Copyright: © 2023 The Authors.

PY - 2023/5/1

Y1 - 2023/5/1

N2 - In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

AB - In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

KW - higher education

KW - open research

KW - open scholarship

KW - open science

KW - pedagogy

KW - teaching

UR - http://www.scopus.com/inward/record.url?scp=85160541340&partnerID=8YFLogxK

U2 - 10.1098/rsos.221255

DO - 10.1098/rsos.221255

M3 - Review article

SN - 2054-5703

VL - 10

SP - 221255

JO - Royal Society open science

JF - Royal Society open science

IS - 5

M1 - 221255

ER -

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

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