Inquiry-Based Learning

The aim of the project was to identify, explore and share with the tertiary community, a variety of examples of inquiry-based learning at undergraduate level across a range of institutions and disciplines.

The project gathered examples of inquiry at the Universities of Canterbury and Otago, as well as at the Christchurch Polytechnic Institute of Technology. Three or four in-depth case studies were developed in each institution. Each case contains a rich description of the teacher’s aims and objectives for the inquiry-based activity, the activity itself and its intended learning outcomes, the students’ experience of inquiry-based learning through this particular learning activity and the impact of inquiry based learning on student learning outcomes.

• Introduction and Background Context

• Case studies 

• Synthesis of Findings

Researchers:

• Rachel Spronken-Smith (University of Otago)
• Rebecca Walker (University of Otago)
• Billy O’Steen (University of Canterbury)
• Helen Matthews (Christchurch Polytechnic Institute of Technology)
• Julie Batchelor (Christchurch Polytechnic Institute of Technology)
• Professor Tom Angelo (Victoria University of Wellington)