Inquiry-based learning (IBL) is a pedagogy which enables students to experience the processes of knowledge creation. The key attributes are learning stimulated by inquiry, a student-centred approach, a move to self-directed learning, and an active approach to learning.
This report, and accompanying resources, present case study examples of inquiry-based learning at tertiary institutions, and identify the impact of inquiry-based learning on student learning outcomes.
Resource download:
Report | Inquiry-Based Learning (PDF, 200Kb)
Poster | Inquiry-Based Learning (PDF, 900Kb)
Cross-Case Analysis (PDF, 1Mb)
Case study | Stage 1 Sociology Course (PDF, 550Kb)
Case study | Stage 2 Engineering Course (PDF, 400Kb)
Case study | Stage 3 Communication Disorders Course (PDF, 400Kb)
Case study | Stage 2 Political Communication in New Zealand Inquiry Course (PDF, 300Kb)
Background:
A two-year project, completed in 2008, to identify, explore and share with the tertiary community, a variety of examples of IBL at undergraduate level across a range of faculties and institutions.
Evidence is gradually accumulating that shows IBL can enhance student engagement, academic achievement and higher order learning outcomes. Benefits can also accrue for teachers through the integration of teaching and research, increased enjoyment and interaction with students and the rewards gained from enhanced learning outcomes for students.
A collaboration of University of Otago, University of Canterbury, Christchurch Polytechnic Institute of Technology and Victoria University of Wellington.
Resources prepared by Rachel Spronken-Smith, Rebecca Walker, Billy O’Steen, Julie Batchelor, Helen Matthews and Tom Angelo.