Enquiry Based Learning

Enquiry Based Learning

This section summarises the purposes and benefits of enquiry based learning (EBL) and how to support and guide learners in the process of developing enquiry related skills.

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Enquiry based learning

EBL is a process of learning in which the learner has a significant influence on or choice about the aim, scope, or topic of their learning: and attends intentionally to, learns about, and is guided or supported in, the process of learning. This process of learning draws upon research skills and study skills, but enquiry is not reducible to either research or study.

The broad intent of enquiry-based learning is to enable the learner to develop transferable skills of enquiry, which are most relevant in any context (especially professional and workplace contexts) where the capacity to construct knowledge and to act within conditions of complexity is important.

Enquiry based learning

Ideally the process of enquiry involves and develops the whole person (i.e. is not limited to cognition) and offers opportunities for creativity. The quality of the student’s learning about learning is rewarded through formal assessment.

Teaching in relation to EBL is likely to emphasize the creation of conditions conducive to enquiry; acknowledging and valuing enquiry in programme structures (e.g. including learning outcomes and assessment strategies); informing learners of the nature of enquiry and related skills, providing training and guidance where appropriate; and using skills of facilitation to guide and enhance learners during the process of enquiry.

Enquiry based learning

A supported EBL approach enables students to undertake individual and collaborative enquiry into problems that do not have simple or unique solutions and assists them in formulating questions to understand the complexity of issues and their contexts.

Resources:

https://www.advance-he.ac.uk/knowledge-hub/enquiry-based-learning-resource-higher-education

http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf

http://www.ceebl.manchester.ac.uk/resources/casestudies/

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