Evaluating The Student Experience of Inquiry-Based Learning: An Educational Initiative
Citation
Dickson, C. (2010) Evaluating The Student Experience of Inquiry-Based Learning: An Educational Initiative, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, vol. 5, , pp. 33-45,
Abstract
This paper outlines the development, implementation and evaluation of two honours
level inquiry-based learning (IBL) modules, one in a pre-registration and one in a postregistration
nursing programme within a modern university. Although IBL has been
embraced by nursing curricula as a means of developing effective practitioners to meet
the needs of a complex, changing healthcare environment, the evidence to support its
adoption remains variable. The literature identifies effective curriculum design,
facilitation, motivation and cooperation of learners as key in achieving effective IBL.
Scenarios to stimulate IBL were developed from practice for these modules, with
contributions from practitioners to ensure currency and relevancy.
Student evaluation of the modules revealed that one scenario lacked focus leading to
some uncertainty for students. Both student groups encountered some anxiety,
particularly during the IBL process and workload was perceived by students as heavier
than for traditional methods of teaching and learning. Both groups reported effective
facilitation. Although no claims can be made concerning improvement in conceptual
thinking within this study, pre-registration students' assessment results in this module
were higher than their dissertation module. However, post-registration students' marks
were lower when compared with a previous cohort. This small educational initiative
raises questions about the importance of content, inquiry process, social interaction and
overall effectiveness of IBL methods.
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