Inquiry/Enquiry-Based Learning

Inquiry/Enquiry-Based Learning

EBL is a student-centred, active learning approach where learning is driven by a process of inquiry. Students engage with complex, open-ended problems or scenarios, direct their own lines of inquiry, and take responsibility for gathering, analysing, and presenting evidence. 

Alternative/linked methods: Problem-Based Learning (PBL), Research-Based Learning (RBL), Project-Based Learning (PjBL), Object-Based Learning (OBL), Guided Inquiry, Open Inquiry, Discovery Learning 

Why?

  • Enhances employability by developing transferable skills. 
  • Bridges theory and practice, allowing students to apply knowledge in realistic contexts. 
  • Promotes deep learning and integration of knowledge across modules. 
  • Improves student motivation and engagement by offering autonomy and relevance. 

How?

  • Engage students with a problem or scenario. 
  • Facilitate student-led inquiry and research. 
  • Encourage collaboration and discussion. 
  • Support presentation and reflection of findings. 
  • Provide scaffolding through resources and feedback. 

When?

  • Across disciplines (e.g., sciences, humanities, law, business, languages). 
  • At all levels of HE, from first-year modules to capstone projects. 
  • In individual modules, full programmes, or as part of curriculum-wide strategies. 
  • For both formative and summative assessment. 

Get Started

  • Use case-based tasks (e.g., legal bail applications, business consultancy scenarios). 
  • Design discipline-specific projects (e.g., parasitology investigations, literary analysis, language translation tasks). 
  • Start with mini-inquiries or short, focused research tasks within a module. 
  • Encourage collaborative research and use real-world problems. 

Digital Enhancement

  • Use virtual provocations (e.g., videos, simulations, or digital artefacts). 
  • Leverage online collaboration tools (e.g., forums, shared documents, breakout rooms). 
  • Implement asynchronous inquiry cycles with milestones and feedback loops. 
  • Utilise digital portfolios and reflective journals for assessment. 
  • Support research with web-based resources and databases. 

Resources

Have we missed anything (or made a mistake)? Suggest changes here

Related Posts