Evaluating Student Perceptions of Learning Processes and Intended Learning Outcomes under Inquiry Approaches

Autor/inn/en	Spronken-Smith, Rachel; Walker, Rebecca; Batchelor, Julie; O'Steen, Billy; Angelo, Tom
Titel	Evaluating Student Perceptions of Learning Processes and Intended Learning Outcomes under Inquiry Approaches
Quelle	In: Assessment & Evaluation in Higher Education, 37 (2012) 1, S.57-72 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2010.496531
Schlagwörter	Inquiry; Active Learning; Learning Processes; Comparative Analysis; Teaching Methods; Student Surveys; Intermode Differences; Course Evaluation; Student Evaluation of Teacher Performance; Student Educational Objectives; Achievement Gains; Intention; Student Attitudes; Foreign Countries; Educational Strategies; New Zealand + Suchen Sie Ihr Suchwort? Aktives Lernen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Achievement gain; Leistungssteigerung; Schülerverhalten; Ausland; Lehrstrategie; Neuseeland
Abstract	Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken. (Contains 2 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10