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Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Inquiry-based learning (IBL) is a learner-centered, active learning environment where learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field and case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs across all learning domains. This volume covers the issues and concepts of how IBL can be applied to multidisciplinary programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement it in different contexts.
1121006299
Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Inquiry-based learning (IBL) is a learner-centered, active learning environment where learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field and case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs across all learning domains. This volume covers the issues and concepts of how IBL can be applied to multidisciplinary programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement it in different contexts.
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Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators

Overview

Inquiry-based learning (IBL) is a learner-centered, active learning environment where learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field and case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs across all learning domains. This volume covers the issues and concepts of how IBL can be applied to multidisciplinary programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement it in different contexts.

Product Details

ISBN-13: 9781784418489
Publisher: Emerald Group Publishing Limited
Publication date: 05/20/2015
Series: Innovations in Higher Education Teaching and Learning , #3
Pages: 456
Product dimensions: 5.98(w) x 9.02(h) x 1.61(d)

Table of Contents

List of Contributors ix

Series Editor's Introduction xiii

Foreword xv

Part I Concepts and Principles

Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Multidisciplinary Programs Patrick Blessinger John M. Carfora 3

The Problem-Oriented Project Work (PPL) Alternative in Self-Directed Higher Education Anders Siig Andersen Simon B. Heilesen 23

Critically Examining Inquiry-Based Learning: John Dewey in Theory, History, and Practice William E. Herman Michele R. Pinard 43

Folknography: Inquiry-Based Learning and Qualitative Research David M. Lucas Charles W. Jarrett 63

Part II Practices and Strategies

Resonance-Based Inquiry: An EpiStemological Approach to Indian Studies Nicholas J. Shudak 83

Developing an Interdisciplinary Inquiry Course on Global Justice: An Inquiry-Informed, Cross-Campus, Collaborative Approach Beth Marquis Vivian Tarn 101

Inquiry-Based Learning as Foundational Pedagogical Tool for Critical Examination of Social Justice in Theory and Action Alia Sheety Nicholas Rademacher 119

Inquiry-Based Learning as a Gateway for Exploration Into Human Environmental Conflicts Becky Boesch 139

Developing Digital Student Selves: Using an Inquiry-Based Approach to Explore Digital Confidence in Creative Learning Vic Boyd 157

A Master's Level Research Methods Class: A Practice Example of Inquiry-Based Learning Kathleen B. Duncan Teresa Martinelli-Lee 173

Problem Finding Through Design Thinking in Education Gavin Melles Neil Anderson Tom Barrett Scott Thompson-Whiteside 191

Connecting Inquiry-Based Learning with Collaborative Work in Online Education Albert Sangrà Mercedes González-Sanmamed Montse Guitert 211

Using Inquiry-Based Learning Outside of the Classroom: How Opportunities for Effective Practice Can Animate Course-Based Learning Michelle Baia Amy Whitney 233

Chaos and Order: Scaffolding Students' Exploration During Inquiry-Based Learning Dehra L. Gilchrist April D. Cunningham 253

The Life Arts Project: Application of an Inquiry-Based Learning Model for Adult Learners Darryl E. Jones 275

Reconfiguring Affective, Conative and Cognitive Outcomes in IBL: A Multi-Disciplinary Case Study Mary Dickinson David Dickinson 297

Enhancing Inquiry-Based Online Teaching and Learning: Integrating Interactive Technology Tools to Scaffold Inquiry-Based Learning Kathy-ann Daniel-Gittens Tina Calandrino 321

Multidisciplinary Online Inquiry-Based Coursework. A Practical "First Steps" Guide Tanya D. Whitehead 337

Inquiry in the Coaching Experience: Reflective Strategies for Transformative Change Greg Latemore 353

Classroom Without Walls: Inquiry-Based Pedagogies and Intercultural Competence Development Via Service-Learning Christine E. Poteau 377

About the Authors 395

Author Index 409

Subject Index 425

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