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ERIC Number: EJ911723
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1356-2517
Enablers and Constraints to the Use of Inquiry-Based Learning in Undergraduate Education
Spronken-Smith, Rachel; Walker, Rebecca; Batchelor, Julie; O'Steen, Billy; Angelo, Tom
Teaching in Higher Education, v16 n1 p15-28 Feb 2011
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A