Focus on Faculty:
Promoting Interactive, Inquiry-based Environments in
Online Education
Presenters:
Vince Schreck, Instructional Designer, CAE
Professor Dan Johnson, Geography
Introductions
Vince Schreck, Ed.D.
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Background in teaching and learning
Instructional design work
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Why do you want to work with an Instructional Designer?
Dan Johnson, Ph.D.
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Professor of Geography
CLAS Director of Online Programs
What is Inquiry-based Learning?
“A student-centered, active
learning approach focusing
on questioning, critical
thinking, and problemsolving. It's associated with
the idea - involve me and I
understand.”
http://annettelamb.com/tap/topic43.htm
http://www.inquirylearn.com/Inquirydef.htm
An Inquiry-based Process
Learner asks question
or questions
Questions lead to the desire for answers to
the question (or for solutions to a problem)
and result in the beginning of exploration and
hypotheses creation
Hypotheses lead to an investigation to test
the hypothesis/es or find answers and
solutions to the question and/or problem
The investigation leads to the
creation or construction of new
knowledge based on
investigation of findings
The learner discusses and reflects on this newly-acquired knowledge, which, in
turn leads to more questions and further investigation
Inquiry-based Learning - Research
“Several Studies have found that inquiry-based teaching &
learning methods positively affect student performance
(e.g., Thacker et al. 1994; Magnussen Ishido, and Itano
2000), and education reforms recommend incorporating
inquiry into the classroom (NRC 2000)” Ciancioio 2006.
Thacker et al (1994) study “Comparing problem solving performance of physics
Students in Inquiry-based and traditional introductory physics courses.”
- Compared problem solving (both quantitative and qualitative) between traditional,
physics students, and non-major physics students in a course emphasizing inquirybased problem solving.
-The elementary majors “…performed significantly better than engineering students
and as well as the honors physics students on the two problems (quant./qual) used”
Thacker et al (1994).
Inquiry-based Learning - Research
Magnussen Ishido, and Itano (2000). The impact of the
use of inquiry-based learning as a teaching methodology
on the development of critical thinking.
Recognition of Assumptions, deduction, interpretations,
evaluation of arguments.
- University of Hawaii school of nursing. 50% of courses, at the time of the study,
had integrated IBL tutorial sessions.
- Over a 4 year period, not all students showed improvements in critical thinking
skills, and some scores declined from pre to post test.
- The study did show that students who performed poorly on the pre test, showed
improvement after the post test. This occurred in a similar study “Flannelly and
Inouye (1998).”
- “In summary, the results suggest that this methodology appeared to be more
effective in developing critical thinking skills for students whose scores were low.”
Inquiry-based Learning - Research
Cianciolo, J. Flory, L. Atwell, J. (2006). Evaluating the use of
inquiry-based activities: Do student and teacher behaviors
really change?
- Compared and inquiry-based Biology course with a more traditional, lecture-based
classroom. Purpose was to determine the extent to which inquiry-based activities
promoted inquiry-associated behaviors in both teachers and students.
- Study found inquiry behaviors occurred more frequently during inquiry-based
activities than during recitation sessions where traditional teaching methods were
implemented. Study also found that that teachers can also foster inquiry even in
traditional settings.
Inquiry-based Learning - Resources
Magnussen L., D. Ishida, and J. Itano. 2000. The impact of the use of inquiry-based
learning as a teaching methodology on the development of critical thinking. Journal
of Nursing Education 39 (8): 360-64.
National Research Council (NRC). 2000. Inquiry and the national science education
standards. Washington, DC: National Academy Press.
Thacker B., E. Kim, K. Trefz and S.M. Lea. 1994. Comparing problem solving
Performance of physics students in inquiry-based and traditional introductory
Physics courses. American Journal of Physics 62 (7): 627-33.
Flannelly, L. & Inouye, J. (1998). Inquiry-based learning and critical thinking in an
Advanced Practice Psychiatric Nursing Program. Archives of Psychiatric Nursing,
12(3), 1-8.
Cianciolo, J. Flory, L. Atwell, J. (2006). Evaluating the use of inquiry-based
Activities: Do student and teacher behaviors really change? Journal of College
Science Teaching, November/December 2006, 50-55.