Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Griffiths, M; Kutar, M; Wood, J
Publisher: HEA Academy
Languages: English
Types: Article
Subjects: media_dig_tech_and_creative_econ, other

Classified by OpenAIRE into

This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and \ud Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a \ud professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts \ud approached this style of teaching, and how it impacted on overall student engagement throughout the \ud semester. IBL was introduced in the 2009-2010 academic years; to the UG students in the first semester and \ud the PG students in the second semester. Key observations gained from the study were unexpected in that the \ud UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the \ud semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this \ud developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively \ud avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to \ud develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques \ud successfully.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Barnett, R. (1999), Realizing the University in an Age of Supercomplexity (Buckingham: SRHE and Open University).
    • 3. Barrett, T. (2005), 'Understanding Problem-Based Learning', Handbook of Enquiry and Problem-Based Learning. Irish Case Studies and International Perspectives, T. Barrett, I. Mac Labhrainn and H. Fallon, eds. (Dublin: AISHE), pp. 13-25 [online: http://www.aishe.org/readings/2005-2/chapter2.pdf; accessed 09.06.2010].
    • 4. Baxter-Magolda, Marcia B. (2009), 'Educating Students for Self-Authorship: Learning Partnerships to Achieve Complex Outcomes', The University and Its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries, C. Kreber, ed. (Routledge: New York-London), pp. 143-156.
    • 5. Braye, Suzy, Lebacq, Marie, Mann, Frances and Midwinter, Elly (2003), 'Learning social work law: an enquiry-based approach to developing knowledge and skills', Social Work Education, 22 (5), pp. 479- 492.
    • 6. Brew, A. (2006). Research and teaching: Beyond the divide. Basingstoke: Palgrave Macmillan.
    • 7. Chan, Sarah (2010), 'What is Science For? Incorporating Ethics Education into the Life Sciences Curriculum at Manchester', Case Studies: CEEBL-Supported Projects, 2008-10, A. Aubrey, T. Chilton, K. Comer, F. C. Manista, Norman J. Powell, eds. (Manchester: Centre for Excellence in Enquiry-Based Learning, University of Manchester), pp. 138-144 [online at: http://www.campus.manchester.ac.uk/ceebl/projects/casestudies/92.pdf; accessed 19.06.2010].
    • 8. Chappell, A. (2006). 'Using the 'Grieving Process' and learning journals to evaluate students' responses to problem-based learning in an undergraduate geography curriculum', Journal of Geography in Higher Education, 30 (1), pp. 15-31.
    • 9. CILIP: Chartered Institute of Library and Information Professionals (2004), 'Information Literacy: Definition', [online at: http://www.cilip.org.uk/get-involved/advocacy/learning/informationliteracy/Pages/definition.aspx; accessed 19.06.2010].
    • 10. Connell, J.P., Kubisch, A.C., Schorr, L.B., Weiss C.H. (1995). New Approaches to Evaluating Community Initiatives (Vol. 1) (Washington, DC: The Aspen Institute).
    • 11. Davis, F. and Loasby, I. (2009), 'I Love Legal History: web 2.0 and the teaching of law', Journal of Commonwealth Law & Legal Education, 7 (1), pp. 19-36.
    • 12. Delaney, Declan and Mitchell, George (2005), 'Tutoring project-based learning: a case study of a thirdyear software engineering module at NUI, Maynooth', Handbook of Enquiry and Problem-Based Learning. Irish Case Studies and International Perspectives, T. Barrett, I. Mac Labhrainn and H. Fallon, eds. (Dublin: AISHE), pp. 66-75 [online: http://www.aishe.org/readings/2005-2/chapter7.pdf; accessed 19.06.2010].
    • 13. Dewey, J. (1938). Logic: The theory of inquiry (New York: Holt).
    • 14. Fincher, S. and Petre, M. (1998), 'Project-Based Learning Practices in Computer Science Education', 28th Annual Frontiers in Education (FIE'98), vol. 3, pp. 1185-1191 [online: http://fieconference.org/fie98/papers/1175.pdf; accessed 11.06.2010].
    • 15. Gordon, Neil and Brayshaw, Mike (2008), 'Inquiry based Learning in Computer Science teaching in Higher Education', ITALICS, 7 (1), pp. 22-33 [online at: www.ics.heacademy.ac.uk/italics/vol7iss1/pdf/Paper2.pdf; accessed 19.06.2010].
    • 16. Harris, James K. (2006), 'Ethical perspective in information security education', Issues in Information Systems, 7 (1), pp. 179-181 [online at: http://www.iacis.org/iis/2006_iis/pdfs/harris.pdf; accessed 11.06.2010].
    • 17. Helsby, G. and Saunders, M. (1993). 'Taylorism, Tylerism and performance indicators: defending the indefensible', Educational Studies, 19 (1), pp. 55-77.
    • 18. Hicks, D., Sears, P., Gao, H., Goodmans, P. and Manning, J. (2004), 'Preparing tomorrow's teachers to be socially and ethically aware producers and consumers of interactive technologies', Contemporary Issues in Technology and Teacher Education, 3 (4), pp. 470-481.
    • 19. Huang, R. (2005). 'Chinese International Students' Perceptions of the Problem-Based Learning Experience', Journal of Hospitality, Leisure, Sport and Tourism Education, 4 (2), pp. 36-43 [online: http://www.heacademy.ac.uk/assets/hlst/documents/johlste/vol4no2/0108.pdf; accessed 03.07.2010]
    • 20. Kahn, P. and O'Rourke, K. (2004). Guide to curriculum design: enquiry-based learning. York: Higher Education Academy, Imaginative Curriculum Network [online: http://www.campus.manchester.ac.uk/ceebl/resources/guides/kahn_2004.pdf; accessed 09.06.2010].
    • 21. Kirschner, Paul. A., Sweller, J. and Clark, Richard E. (2006). “Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching”. Educational Psychologist, 41 (2), 75-86.
    • 22. Levy, P. (2007). “Exploring and developing excellence: towards a community of praxis”. International Perspectives on Teaching Excellence in Higher Education, A. Skelton, ed. (London: Routledge), pp. 241- 256.
    • 23. Levy, P. (2009). Inquiry-based learning: a conceptual framework (Sheffield: Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield) [available online at: www.shef.ac.uk/ibl; accessed 23.06.2010].
    • 24. Levy, P. and Petrulis, R. (forthcoming, 2012). “How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning?”. Studies in Higher Education, 37 (1).
    • 25. Mackinnon, Jacquelin (2006), 'Problem Based Learning and New Zealand Legal Education', Web Journal of Current Legal Issues [online at: http://webjcli.ncl.ac.uk/2006/issue3/mackinnon3.html; accessed 11.06.2010].
    • 27. O'Kelly, Jackie (2005), 'Designing a hybrid problem-based learning (PBL) course: A case study of first year computer science in NUI, Maynooth', Handbook of Enquiry and Problem-Based Learning. Irish Case Studies and International Perspectives, T. Barrett, I. Mac Labhrainn and H. Fallon, eds. (Dublin: AISHE), pp. 45-53 [online: http://www.aishe.org/readings/2005-2/chapter5.pdf; accessed 19.06.2010].
    • 28. Oates. B. J. (2006), Researching Information Systems and Computing. SAGE Publications
    • 29. Pawson, E., Fournier, E. J., Haigh, M. J., Muniz, O., Trafford, S. and Vajoczki, S. (2006), 'Problem-based learning in geography: towards a critical assessment of its purposes, benefits and risks', Journal of Geography in Higher Education, 30 (1), 103-116.
    • 30. Semmens, N. and Taylor, M. (2006), 'CILASS: promoting inquiry-based learning and information literacy', UK Centre for Legal Education Newsletter (Directions), spring. [Online at: http://www.ukcle.ac.uk/directions/previous/issue12/cilass.html; accessed 11.06.2010].
    • 31. Smith, Alan (2003), 'Global Challenges for Citizenship Education', Active Global Citizenship, Wednesday 25 June 2003 [online at: http://www.ltscotland.org.uk/Images/globalchallenges_tcm4-121926.pdf; accessed 11.06.2010]
    • 32. Smith, Martha M. (2002), Global Information Ethics: a mandate for professional education, 68th IFLA Council and General Conference August 18-24, 2002 [online at: http://archive.ifla.org/IV/ifla68/papers/056-093e.pdf; accessed 11.06.2010]
    • 33. Stewart, D., Shamdasani. P, Rook. D, (2006) Focus Groups: Theory and Practice, Sage Publications
    • 34. Vygotsky, L.S. (1962). Thought and Language. (Cambridge, MA: MIT Press).
    • 35. Vygotsky, L.S. (1978). Mind in Society. (Cambridge, MA: Harvard University Press).
    • 36. Wood, J and Levy, P. (2009), 'Inquiry-based learning pedagogies in the arts and social sciences: purposes, conceptions and approaches', Proceedings of the 16th Improving Student Learning Symposium (Oxford: Oxford Centre for Staff and Learning Development, 2009), pp. 128-142.
    • 37. Woodcock, Leone (2000), 'Legal and Ethical Issues in Multimedia: A Technical Perspective', ASCILITE 2000 Conference [online at: http://www.ascilite.org.au/conferences/coffs00/papers/leone_woodcock.pdf; accessed 11.06.2010].
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article