Inquiry Based Learning: An Introspection

 

Hephzibah Samuel Kirubaraj¹, Dr.NaliniJeyavanth Santha²

¹Doctoral Student and Senior Lecturer, Anglia Ruskin University, England

²Principal, Sacred Heart Nursing College, Madurai, Tamil Nadu

ABSTRACT:

Over the last few decades, nursing education in the world has undergone many changes in its length, content and academic levels. The Inquiry Based Learning (IBL) approach derives ultimately from the Problem Based Learning (PBL) model. This was originally developed in Canada at McMasterUniversity, to be used in their medical school as a way of overcoming learner passivity and linking theory and practice. Nursing Education needed a more flexible curriculum which would help to develop lifelong learning skills and show the importance of competence in practical skills. To achieve these objectives, the use of student-centred learning methodologies such as IBL was encouraged. This article provides information regarding IBL which will aid in developing understanding of this process.

 

 

 

INTRODUCTION:

Globally nursing education has undergone considerable changes during the past few decades. Pedagogical developments have occurred, however in Indian nursing education traditional instructional strategies continue to occupy predominance, with lecture being the primary method of teaching.  Traditional nursing education practices have not led to the acquisition of higher order thinking skills (DeMarco, Hayward, and Lynch, 2002; Schaefer andZygmont, 2003; Young andDiekelmann, 2002). Lecture based formats tend to promote “surface” learning, where the student is able to reiterate what was covered in the subject-centred material.

Emerging literature identifies a shift towards student-centred learning in a variety of formats, such as problem/inquiry-based learning. These approaches require students to take greater responsibility for both their own learning and that of others. Inquiry-based learning (IBL) is an approach to education that has gained increasing popularity within the field of healthcare in recent years. The IBL approach derives ultimately from the Problem Based Learning (PBL) model developed in Canada at McMaster University (Feletti, 1993). This had been designed for the use in the medical school as a way of overcoming learner passivity and linking theory and practice. Overview of Inquiry Based Learning (IBL) will be discussed in this article.

 

Definition:

Inquiry Based Learning (IBL) is an orientation towards learning that is flexible and open and draws upon the varied skills and resources of faculty and students. Faculty are co-learners who guide and facilitate the student-driven learning experience to achieve the goals of nursing practice. This includes an interdisciplinary approach to learning and problem solving, critical thinking and assumption of responsibility by students for their own learning (Feletti 1993: 146).

 

What is IBL?

 

 

Why IBL?

Students can quickly forget the information they have gained through rote learning, during lectures and revising for exams, and can find it hard to apply theory to real situ­ations, later on in their University or work life. EBL allows participants to experience learning that simulates real life situations and this increases retention and application of knowledge. The research below provides further evidence.

 

 

 

What makes inquiry-based education different? :

An inquiry-based approach is different from more traditional educational methods.

 

Table-1: Differences between traditional learning and inquiry based learning (Allen, 2004)

Traditional learning	Inquiry-based learning
Teacher-centred	Student-directed
Teacher as giver of knowledge	Teacher as facilitator of learning
Content mastery	Content mastery and beyond
Learning follows a vertical and linear path	Learning is more web-like, concept development ranges from linear to spiral
Assessment is teacher-created	Assessment requires student input

Eight Characteristics of inquiry based learning:

Table-2: Characteristics of IBL learning

Characteristic	Description
Conception to Learning	EBL is predicated on a particular conception oflearning that makes different assumptions aboutthe nature of learning and learners, fromtransmission-based teaching.
Holistic (Head, hands, heart)	Learner is involved as a whole person, not just as a ‘brain’. The learning design enables emotional engagement (heart) and practical engagement (hands) as well as cognition (head).
Engagement – Alienation	Learner has influence on/choices about learning in eachphase of the cycle, especially in the being-thinking project phase. For example the learner might be invited to enquire into the value of a question or activity, and tochange it.
Relational	The extent to which learning is relational ratherthan individual, e.g. learning through interactionbetween staff-student, student-student, student external,etc.
Resource and environment matched	Resources (time, space, access to materials,opportunities, staff time, etc.) and the design of thelearning environment are appropriate for the typeand extent of intended enquiry. Resources are ofcourse finite, thus teachers creativity is engaged bydesigning realistic, achievable enquiries.
Intentional	There is explicit, intentional learning about enquiry.Enquiry is an end in itself as well as a means ofachieving the learning outcomes. Learners aremade aware that they are engaging in a process ofenquiry, and they are trained/guided to enhancetheir skills/knowledge of aspects of the enquiryprocess.
Encoded	Enquiry is explicit in learning outcomes and isrecognised and rewarded through assessment.
Supported	All the above are guided and facilitated. It is notassumed that learner automatically knows how to enquireor can be left to enquire in a laissez faire manner. Remains responsible for facilitating enquiry throughe.g. hands on help, training and guidance (includingonline support).

 

Theoretical underpinning of IBL:

Inquiry-based learning (IBL) is often described as a cycle or a spiral, which impliesformulation of a question investigation, response (or solution) and feedback. Thepurpose is to engage the student in active learning, ideally based on their ownquestions. The exploration of the natural, constructed and the social world leads thelearner to new questions and discoveries in the seeking of new understandings.The method represents a shift away from the passive methods, which involve thetransmission of knowledge to more facilitative teaching methods through whichstudents are expected to construct their own understandings by engaging in supportedprocesses of enquiry, often carried out in small groups. IBL is thus situated within thebroader tradition of student-centered active learning of Dewey (Kahn and O’Rourke, 2005).Overall, IBL is a project-oriented method that is based on the learning theory of constructivism which recognizes that knowledge is constructed by the individualbased on mental activity (Eickand Reed, 2002)

 

The IBL Process Skills Wheel

 

 

The benefits of IBL for students are (Hutchings and O’Rourke 2004).

·         Leads to more motivated students

·         Helps develop information literacy

·         Helps develop critical thinking skills

·         Results in better long term retention of information

·         Helps develop deeper understanding of subjects

·         Helps students become better learners and helps prepare them to be life-long learners

·         Encourages self-direction

·         Reinforces physical, emotional and cognitive growth 

·         Encourages development of interpersonal and team skills

·         Emphasizes intrinsic rather than extrinsic rewards 

·         Can give students the opportunity to teach and learn from each other

·         May engage students who do not function well in a more traditional learning environment

·         Validates the knowledge and experiences of students, including those from minorities and disadvantaged groups

·         Can be adapted for any age group

·         Pace and content can be adapted to suit individual learning needs of student

Table -3: Types of assessments associated with IBL

Type of assessment	Connection with learning outcomes
Examinations	Only likely to be able to assess a limited range of the relevant learning outcomes.
Group assessment	Directly addresses team-working skills. May either address the group process or a product created by the group as a whole?
Patchwork texts	Addresses reflective, synoptic abilities, as well as the ability to piece together an extended argument. These are key abilities for the conduct of an enquiry.
Peer assessment	Aligns with group-based processes, and allows students to understand marking criteria (and thus the criteria by which of the success of the enquiry will be judged).
Personal accounts	The ability to manage an enquiry is closely related to the ability to consider and evaluate its progress.
Portfolios	Evidence selected in order to demonstrate the required learning outcomes.
Presentations	Given both time constraints and the reliance on group process, presentations (either oral or using a poster) are typically made by a group of students. This provides an effective means to assess team working skills as well as other outcomes.
Reports	A report on the enquiry as a whole (e.g. project report or dissertation) or on one or more aspects of the enquiry (e.g. feasibility study or research proposal) provides a straightforward way to assess its outcomes.

 

Table-4: Strengths and Weaknesses of IBL, (Cleverly 2003)

Strengths	Weaknesses
IBL is a student-centred and student-leadprocess. This way they share responsibilityfor their own learning	Some students may not perceive the inquiry aspart of their learning process, so this needs to beclarified by the instructor.
IBL cultivates self-motivation and thenatural curiosity and desire of individuals tolearn	Students might tend to concentrate more ondiscussing and debating rather than on inquiringcritically into concepts, ideas or models
IBL is appropriate for any age group and as students get older, more sophisticated questioning and research skills are developed	The educator need to encourage debate and give input in times of fatigue (or dead-end). It is not enough to ask students to complete a survey; the process needs to be supportive
The method provides students with opportunities to learn with more freedom and utilize varied learning styles	If students work in groups it may prove difficult to test their level of individual participation
The method is ideal for exercising collaborative work in groups
The educator has the role of facilitator, rather than the transmitter of knowledge.
As students investigate authentic situationsIBL offers the opportunity to develop a range of life skills and job-skills (e.g. knowledge creation; team-working; presentation; problem-solving; creativity; project management)

CONCLUSION:

The complex role of today’s nurses warrants higher levels of critical thinking and clinical judgement skills. Critical thinking is recognized as an essential component of nursing practice by the National League for Nursing. Nursing graduates must be prepared to practice as competent healthcare professionals in a highly complex, diverse, and ever-changing environment. Critical thinking is crucial to provide safe, competent, and skilful nursing practice. Important decisions related to patient care require nurses to master critical thinking skills. Critical thinking skills can be developed with practice. Nurse educators are obliged to create learning environments that support the development of this skill. What students learn is important but howthey learn is of paramount importance. To this end traditional teaching methods should be transformed to improve learning experiences and facilitate lifelong learning. Teaching strategies that involve acquiring experience by “doing” and dialogue with “others” will promote more significant learning

 

REFERENCES:

1.     Allen, S. (2004). "Designs for learning: Studying science museums exhibits that do more Than entertain." Science Education 88 Supplement 1 (July): S17-S33.

2.     Cleverly D. (2003) Implementing Inquiry-Based Learning in Nursing. Rout ledge, London.

3.     De Marco, R., Hayward, L., and Lynch, M. (2002). Nursing students’ experiences with and strategic approaches to case-based instruction: A replication and comparison study between two disciplines. Journal of Nursing Education, 41(4), 165-174.

4.     Eick, C. and Reed, C. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86, 401-416

5.     Feletti G. (1993) Inquiry based and problem based learning: how similar are these approaches to nursing and medical education? Higher Education Research and Development 12, 143–156.

6.     Hutchings and O’Rourke 2004; ‘A Study of Enquiry-Based Learning in Action’ Centre for Excellence in Enquiry-Based  Learning http://www.ceebl.manchester.ac.uk/resources/papers/ceeblessay001.pdf

7.     Kahn and O’Rourke, 2005 ‘Understanding Enquiry Based Learning’ http://www.aishe.org/readings/2005-2/chapter1.pdf

8.     National League for Nursing. (2004). Hallmarks of excellence in nursing education. Available online, http://www.nln.org/professionaldevelopment-programs/teaching-resources/hallmarks-of-excellence. New York, NY: National League for Nursing.

9.     NMC (2010) New Standards for Pre-Registration Nursing. London: Nursing and Midwifery Council.

10.  Schaefer, K. M., and Zygmont, D. (2003). Analyzing the teaching style of nursing faculty. Does it promote a student-centered or teacher-centered learning environment? Nursing Education Perspectives, 24(5), 238-245.

11.  Young, P, andDiekelmann, N. (2002). Learning to lecture: Exploring the skills, strategies, and

12.  Practices of new teachers in nursing education. Journal of Nursing Education, 41(9), 405-412

 

 

 

 

 

 

Received on 07.11.2017          Modified on 28.11.2017

Accepted on 22.12.2017      ©A&V Publications All right reserved