Enquiry-Based Learning: perspectives on practice

Deignan, Tim

doi:10.1080/13562510802602467

Cited by 71 publications

(39 citation statements)

References 29 publications

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“…Many studies have shown that communities of practice, also termed learning communities, can greatly affect the success rates of implementation, especially the implementation of pedagogical change [10][11][12][13][14]. One excellent example of this is the successful implementation of change at Bowling Green State University after the creation of Scientific Teaching Learning Communities (STLCs).…”

Section: Comparison To Other Communities Of Practicementioning

confidence: 99%

“…For example, a community of practice was created within a large, research-intensive department at a university in Sweden with the goal of enhancing the focus on teaching and changing teaching practice [12]. In another example, a community of practice aimed at promoting inquiry-based learning was created from an interdisciplinary group of faculty members from eight different universities in a region in England [13]. Another report describes the creation of a science faculty learning community at a large institution as a way to sustain innovative teaching ideas learned at a workshop [14].…”

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confidence: 99%

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Sustaining the development and implementation of student‐centered teaching nationally: The importance of a community of practice

Murray

Higgins

Minderhout

et al. 2011

Biochem Molecular Bio Educ

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Although the idea of using a workshop to educate potential users about a set of materials or techniques is not new, the workshops described here go beyond simple dissemination and create ongoing communities of practice that support widespread and sustained improvement in the biochemistry classroom. The degree to which pedagogical innovations improve student learning on a national level depends on how broadly they are disseminated and how they are implemented and sustained. Workshops can be effective in disseminating ideas and techniques, but they often fail to sustain implementation. This paper describes Core Collaborators Workshops (CCWs) that were specifically designed for biochemistry faculty to improve the quality of active learning materials, support faculty in transforming their classrooms, and disseminate these efforts nationally. This CCW model proved very effective to date as shown by the fact that, 8 months after the last CCW, all workshop participants reported using at least some of the instructional materials discussed during the workshop. In addition, participants remarked that the superior community building and direct mentoring available through the CCWs greatly increased their confidence in implementing this new curricular approach and has made them more likely to act as leaders themselves.

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Section: Comparison To Other Communities Of Practicementioning

confidence: 99%

mentioning

confidence: 99%

Sustaining the development and implementation of student‐centered teaching nationally: The importance of a community of practice

Murray

Higgins

Minderhout

et al. 2011

Biochem Molecular Bio Educ

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“…However research has shown that the adoption of IBL can raise issues of power and control for lecturers, and can be more demanding on their time. (Deignan 2009). In line with constructivist theories of learning and teaching, it is suggested that the active acquisition of knowledge leads to the increased likelihood that the learning will become intellectually embedded (Hutchings 2007).…”

Section: Inquiries (Kahn and O'rourke 2004) Ibl Is Characterized By Inmentioning

confidence: 99%

“…New students can find other students more approachable than staff (Bolton et al 2009), and find that their peers have targeted knowledge that can be of benefit to them. It is acknowledged that peer tutoring provides learning opportunities facilitating inquiry is much greater than in transmission curricula (Deignan 2009). This research has shown the value of support for (collaborative) inquiry from both academics and librarians in, for example, discussion boards and one-to-one advice sessions.…”

Section: Peer Supportmentioning

confidence: 99%

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

McKinney

2013

Journal of Librarianship and Information Science

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Inquiry-based learning describes a range of learner-centred pedagogies increasingly employed in Higher Education where students learn through engaging in open-ended research and inquiry. It is acknowledged that this type of pedagogical approach requires advanced information literacy capabilities in students, and that there is a need to support the development of information literacy in inquiry-based learning curricula. This paper reports on the evaluation of a selection of curriculum development projects undertaken at a UK University that implemented inquiry-based learning and information literacy development. Data was collected using a "Theory of Change" evaluation methodology and analysed using a qualitative thematic approach. It was found that educators need to make explicit to students the need to develop information literacy to support their inquiries, and that dedicated approaches to facilitation from peers, librarians and academics are helpful when designing inquiry-based learning. KeywordsInquiry-based learning, information literacy, pedagogy

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“…While the students in my course were able to present their research, it is moot whether institutions, tenure and promotion committees, and hiring committees count this as evidence of research productivity. Considering the challenges of teaching using an IBL strategy, particularly with first time teachers (Spronken-Smith et al, 2011), it may be appropriate to advocate for senior colleagues to mentor early career faculty on this process (Deignan, 2009). I was fortunate in that I chose to use IBL while also studying for a certificate in the scholarship of teaching and learning with other early career faculty and had an assigned mentor.…”

Section: Discussionmentioning

confidence: 99%

An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

Woolf

2017

cjsotl-rcacea

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Increased emphasis is being placed on integrating research and teaching in higher education because of the numerous benefits accrued by students. In accordance, research methods courses are ubiquitously contained in curricula, ostensibly to promote research training and the research-teaching nexus. Students may not appreciate the inclusion, however, of such courses or emphasis on research training when their career ambitions are outside academia. In this analytical autoethnographic study, I examined my experience of teaching research methods to twenty graduate students using an inquiry-based learning strategy. To assist my analysis, I incorporated the students' reflective journals of their experience of the course. Inquiry based learning motivated both the students and me, however the approach was time intensive and stressful for me. Contrary to current recommendations, guidance is of crucial importance with this teaching approach, particularly at the onset. Furthermore, an alignment between my own research interests and course content was not necessary for the research-teaching nexus to be experienced. Moreover, absence of such alignment provided opportunities for personal development both for the students and in my case, the instructor.Dans l'enseignement supérieur, on met maintenant de plus en plus d'emphase sur l'intégration de la recherche dans l'enseignement à cause des nombreux avantages dont peuvent bénéficier les étudiants. Par conséquent, les cours de méthodologie de la recherche font désormais partie des programmes de cours de façon ubiquitaire, visiblement pour favoriser la formation en recherche et le lien entre l'enseignement et la recherche. Toutefois, les étudiants n'apprécient pas toujours une telle inclusion de ces cours ni l'accent mis sur la formation en recherche lorsque leurs ambitions de carrière se situent hors du milieu universitaire. Dans cette étude analytique auto-ethnographique, j'examine l'expérience que j'ai eue quand j'ai enseigné un cours de méthodes de recherche à vingt étudiants au cycles supérieurs en utilisant une stratégie d'apprentissage basée sur l'enquête. Pour faciliter mon analyse, j'ai incorporé les journaux de réflexions personnelles des étudiants dans lesquels ils ont relaté leurs expériences concernant le cours. L'apprentissage basé sur l'enquête a motivé à la fois les étudiants et moi-même, mais il s'est avéré que cette approche avait pris énormément de temps et avait été stressante pour moi. Contrairement aux recommandations qui circulent actuellement, il est de la plus haute importance de fournir des conseils quand on utilise cette approche d'enseignement, en particulier au début. De plus, il n'a pas été nécessaire d'aligner mes propres intérêts en matière de recherche avec le contenu du cours pour faire l'expérience du lien entre la recherche et l'enseignement. Par ailleurs, l'absence d'un tel alignement a fourni des occasions de développement personnel à la fois pour les étudiants et, dans mon cas, pour l'instructeur. Excellence in research and teaching...

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Enquiry-Based Learning: perspectives on practice

Cited by 71 publications

References 29 publications

Sustaining the development and implementation of student‐centered teaching nationally: The importance of a community of practice

Sustaining the development and implementation of student‐centered teaching nationally: The importance of a community of practice

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

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