Embracing the Unexpected: Using Troubleshooting to Modulate Structured- To Open-Inquiry and Self-Regulated Learning in a First-Year Virtual Lab

Abstract

The implementation of inquiry-based learning in the first-year laboratory curriculum is asignificant challenge, due to students’ limited exposure to unstructured learning. In this course, troubleshooting activities were used to modulate student progression from structured- to guided-, and finally to open-inquiry in a virtual first-year laboratory course. The purpose of the study is to investigate the effect of modulating student progression from structured- to open-inquiry on student development of self-regulated learning skills. The study presents preliminary survey results regarding student engagement in structured-inquiry activities. Analysis of survey results from guided- and open-inquiry activities, as well as qualitative analysis of student reflection assignments are currently ongoing.

The Implementation of Inquiry-Based Learning Activities in an Introductory Animal Science Course

“…This means that a student's experience with IBL activities could affect their future expectations and perceptions on different IBL levels. A recent paper by Chaudhary (2021) suggests that scaffolding, an educational technique that explains the importance of slowly transitioning to active teaching styles, may be necessary to smooth transitions for students and promote success. This relates to IBL because students may need this scaffolding support for them to feel comfortable and be able to succeed in classrooms with less instructional guidance.…”