Why research informed teaching (RIT) in acoustics education: How can we embed research in acoustics education to improve students' learning?

How do acoustic students learn? How can we understand if students learn what we teach them? Should lecturer's objectives be achieving the learning objectives of module whereas students want to pass or get high marks? How can we embed research in acoustics education? Does research improve students' learning? Lecturer roles are to deliver the course material, and to broaden the learners' understanding with a different point of view. Sometimes lecturers need to change the way they teach according to the level of the learners by using different teaching methods and strategies (Ramsden, 2003; Biggs and Tang, 2007; Petty, 2009; Cowan, 2006; and Gravells, and Avis et al, 2009) depending on the level and skills of students, and evaluate them while the lessons progress and change or adopt new strategies if needed to. This paper highlights research on students' learning, and implementation of RIT in acoustic education.