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ERIC Number: EJ994611
Record Type: Journal
Publication Date: 2012
Pages: N/A
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0830-0445
Inquiry-Based Learning with or without Facilitator Interactions
Weerasinghe, Thushani Alwis; Ramberg, Robert; Hewagamage, Kamalanath Priyantha
Journal of Distance Education, v26 n2 2012
This paper discusses findings of a study investigating how students, in four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analyzing discussions of the online courses using the community of inquiry model. The results of the study imply that students in online discussions can engage in deep and meaningful learning, even when there is no facilitator interaction. Further, the findings of the analysis suggest that successful inquiries are possible without teacher or facilitator interactions, if learning environments are designed to support students being interactive and the students have motivation, regulatory skills and a willingness to collaborate with their peers. (Contains 5 tables and 4 figures.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sri Lanka