Enablers and Constraints to the Use of Inquiry-Based Learning in Undergraduate Education

Autor/inn/en	Spronken-Smith, Rachel; Walker, Rebecca; Batchelor, Julie; O'Steen, Billy; Angelo, Tom
Titel	Enablers and Constraints to the Use of Inquiry-Based Learning in Undergraduate Education
Quelle	In: Teaching in Higher Education, 16 (2011) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Undergraduate Study; Instructional Design; Inquiry; Active Learning; Teaching Methods; Literacy Education; Educational Strategies; Case Studies; Teacher Recruitment; Teacher Characteristics; Administrators + Suchen Sie Ihr Suchwort? Grundstudium; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Case study; Fallstudie; Case Study; Lehrerrekrutierung
Abstract	This study involved a meta-analysis of 10 cases of inquiry-based learning (IBL) in undergraduate education to determine the factors which both enable and constrain its use. The enabling factors were found to include: teacher attributes--being student-centred, reflective but rebellious; course design attributes--questions stimulating learning, collaborative learning, progressive development of inquiry skills, required student preparation and constructive alignment; department and institutional attributes--IBL being more accepted if permeating a whole programme, the pivotal role of supportive senior management and assistance by staff developers. The major constraints were gaining philosophical buy-in to inquiry approaches; supporting transition to inquiry; developing self-reflection skills; and coping with varied assessment products. Departmental and institutional challenges included timetables and room allocation and the difficulty of recruiting teachers in a research intensive environment. Some strategies are suggested to help overcome these barriers. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10