Inquiry-Based Learning in Higher Education: Principal Forms, Educational Objectives, and Disciplinary Variations

Autor/inn/en	Aditomo, Anindito; Goodyear, Peter; Bliuc, Ana-Maria; Ellis, Robert A.
Titel	Inquiry-Based Learning in Higher Education: Principal Forms, Educational Objectives, and Disciplinary Variations
Quelle	In: Studies in Higher Education, 38 (2013) 9, S.1239-1258 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.616584
Schlagwörter	Foreign Countries; Higher Education; Inquiry; Active Learning; College Faculty; Teacher Surveys; Educational Objectives; Educational Practices; Problem Based Learning; Student Projects; Case Method (Teaching Technique); Content Analysis; Intellectual Disciplines; Institutional Characteristics; Undergraduate Study; Teacher Attitudes; Student Research; Correlation; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aktives Lernen; Fakultät; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Case method; Fallmethode; Inhaltsanalyse; Geisteswissenschaften; Grundstudium; Lehrerverhalten; Studentenforschung; Korrelation; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10