Inquiry-Based Learning in Higher Education

Kori, Külli

doi:10.1007/978-981-16-2082-9_4

Cited by 8 publications

(10 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, inquiry-based learning is considered an active learning method that has been shown to be beneficial for developing students’ inquiry skills, and for improving their academic performance, engagement, and motivation ( Kori, 2021 ). At the same time, inquiry-based learning helps learners develop the ability to work in complex and unpredictable environments, enabling them to become more critical thinkers and active learners ( Suarez et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…At the same time, inquiry-based learning helps learners develop the ability to work in complex and unpredictable environments, enabling them to become more critical thinkers and active learners ( Suarez et al, 2018 ). Despite the benefits of using inquiry-based learning, it is still relatively uncommon for higher education institutions to use it compared to other educational levels ( Kori, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Inquiry-based learning can best occur through project implementation ( Wilhelm et al, 2008 ). Another concept that can be integrated with inquiry-based learning is topic-based learning ( Kori, 2021 ). When people encounter a new topic, they try to understand it while also participating in it and looking back at what they know or need to know about the project in order to complete the topic ( Hong et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…When people encounter a new topic, they try to understand it while also participating in it and looking back at what they know or need to know about the project in order to complete the topic ( Hong et al, 2011 ). In topic-oriented learning, learners are usually more concerned with the final product, and the learning process follows more steps ( Kori, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Analysis of the literature on inquiry-based learning revealed that it is associated with many different learning and teaching strategies, including many teaching methods and types that are relevant to modern teaching practices, and for which different models and step-by-step processes can be found ( Cairns and Areepattamannil, 2019 ; Kori, 2021 ). For example, a typical implementation of inquiry-based learning is through a semester-long course project ( Mountrakis and Triantakonstantis, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

Fan

2022

Front. Psychol.

View full text Add to dashboard Cite

Among the many teaching methods, inquiry-based teaching is considered to be an effective way for students to learn and solve problems on their own. However, most of the research related to inquiry-based teaching and learning has concentrated mainly on K-12 education, while few to no studies have focused on the application of inquiry-based teaching and learning in project design courses at university level. Therefore, in order to expand the understanding of the application effect of inquiry-based teaching at university level, this study adopted the quasi-experimental design method, and through the purposive sampling method, 20 students from the Department of Fashion Design at a University of Science and Technology were invited to participate in this study. During the 9-month period, teaching experiments were carried out using two inquiry models, QC/ADEAC and QD/ODEAC. First, when participants were thinking of a creative topic, they followed the process: Question (Q), Collection/Analysis (C/A), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C) in the course. During the production process, the participants were allowed to improve on their work through the process of Question (Q), Doing/Observation (D/O), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C). The teacher became a true guide, so that the participants could explore and work out how to improve their designs through independent inquiry and practice. In this study, questionnaires were administered to participants at five important stages of the design project: “theme development,” “color development,” “first Work,” “second Work,” and “third Work.” The results of the five surveys showed that the participants’ curriculum interest, curriculum value perception, and curriculum confidence in the inquiry program all increased.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

Fan

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy

Lin,

Yang,

Lin

2024

Computers & Education

View full text Add to dashboard Cite

Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms

Elmi

2024

School Sci & Mathematics

View full text Add to dashboard Cite

Interactive digital technologies are playing an increasingly important part in education for enhancing collaborative learning processes and improving engagement. Social annotation (SA) tools and collaborative platforms are an innovative way to involve students to give and take feedback, annotate, and brainstorm on complex topics in science, technology, engineering, and mathematics (STEM). This article focuses on innovative practices that integrate inquiry‐based discussions using SA tools and collaborative platforms to promote undergraduate students' interest and curiosity about sciences. In this article, lectures were combined with inquiry‐based discussions using an open education SA tool and an open‐access collaborative platform to engage students in a meaningful dialog with peers on scientific topics. Students debated with peers on scientific content in an online environment. Findings show that the integration of inquiry‐based discussions using SA tools and collaborative platforms provides a practical way to effectively improve students interest in science. The information reported in this article can support STEM instructors in designing collaborative learning activities in online and hybrid settings that spark students' curiosity and inquiry attitude about natural sciences.

show abstract

Inquiry-Based Learning in Higher Education

Cited by 8 publications

References 34 publications

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy

Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms

Contact Info

Product

Resources

About