Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations

Abstract

Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Data analysis uncovered the principal forms of IBL, the features of each form, their characteristic educational objectives, and possible disciplinary variations. The findings show that underlying the diversity of language and tasks regarded as IBL there is a limited number of distinct task forms and a broad conception of inquiry that is shared by university teachers. The findings also indicate that IBL is practiced in a wide range of disciplines, in both undergraduate and postgraduate coursework programs, in smaller and larger classes, and in universities which are more and less research intensive.

Inquiry-based Learning in Teacher Education: A Primary Humanities Example

“…There are a number of education practices that have been associated with inquiry-based learning, for example, problem-based learning (Chin & Chia, 2004;Savery, 2015), discovery learning (Gijlers & de Jong, 2005), project-based learning (Helle, Tynjala, & Olkinuora, 2006), experiential learning (Kolb & Kolb, 2005), cooperative learning or group-based learning (de Jong, Cullity, Haig, Sharp, Spiers, & Wren, 2011). Despite the diversity in terminology, inquiry, in the higher education literature, is often broadly described as approaches to teaching that are question driven and problem based (Aditomo, Goodyear, Bliuc, & Ellis, 2013;Justice, Rice, Roy, Hudspith, & Jenkins, 2009). Inquiry is viewed both as a means of gaining knowledge and new understanding, as well as a method of teaching that prepares students to become researchers and lifelong learners (Justice et al, 2009;Spronken-Smith & Walker, 2010).…”

Inquiry-based learning: Emirati university students choose WhatsApp for collaboration

“…Critical thinking, problem-solving, and taking responsibility for learning as well as the skills "to ask good questions, analyze and interpret evidence, and to select and justify the best solution to a problem" (Lee, 2010, p. 153) are promoted through IBL approaches. Considerable research has also shown the value of IBL regarding engagement and motivation, depth of learning, and cognitive flexibility (Aditomo et al, 2013;Lee, 2012). Through a meta-analysis of enablers and constraints for the use of IBL approaches in undergraduate education, Spronken-Smith et al (2011) note that effective IBL course design must, among other factors, demand active engagement of students as well as considerable collaboration between them.…”

“…IBL is often considered an overarching model for authentic student learning (Blumenfeld et al, 1991); therefore, IBL approaches are widely advocated in higher education (Aditomo et al, 2013), although not without critique. Kirschner et al (2006) state that "minimally guided instruction is likely to be ineffective" (p. 76), and review a long history of controlled studies in educational research that support direct instructional practices as being more effective.…”

“…Inquiry-based Learning (IBL) has been described as an umbrella term (Aditomo et al, 2013;SpronkenSmith et al, 2011) to designate a variety of pedagogical approaches where students learn content as well as discipline-specific reasoning skills and practices (often in scientific disciplines) by collaboratively engaging in investigations. (Hmelo-Silver et al, 2007, p. 100) The core elements of an IBL approach as described by Spronken-Smith and Walker (2010) include: (1) learning is stimulated by questions or problems, (2) students actively learn by doing and increasingly take responsibility for their learning, and (3) the role of the teacher shifts towards that of a facilitator.…”

Research-Based Training: Methodological Characteristics and Results of the Analysis of Educational Programs

“…In addition, research-based training is a unifying concept that covers a range of pedagogical approaches in the process of students' professional training aimed at the development of research skills (formulation and problem solving) (Aditomo et al 2013).…”