Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

This paper reports on a study carried out in the framework of the Go-lab Goes Africa project, in which teachers implemented online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-lab platform. After a brief description of the Inquiry Based Learning (IBL) methodology, of lab work and in particular virtual labs for STEM education, and of the process of preparing teachers for using IBL in class, we highlight the methodology used in this study, and finally report the results. Our results show that (i) the introduction and class enactment of a digital inquiry-based learning platform in Africa is possible (although challenging with respect to pedagogy and infrastructure), and (ii) does lead to student learning, (iii) for this to take place teacher training with respect to the Inquiry Based Learning methodology, and the development of an ILS are necessary, (iv) the digital infrastructure at school is sufficient for offline use, however, poses problems when online ILSs are used, and (v) a local partner needs to provide assistance, mainly to set up the infrastructure (installation of the ILS and the viewer) at the beginning of the lesson, and to assist students with computer related queries.