Inquiry-Based Leaing for Faculty and Institutional Development:A Conceptual and Practical Resource for Educators:1 (Innovations in Higher Education Teaching and Leaing, 1)

by: Patrick Blessinger (Editor),John M. Carfora(Editor)

Publisher: Emerald Group Publishing Limited

Publication Date: 5 Dec. 2014

Language: English

Print Length: 300 pages

ISBN-10: 178441235X

ISBN-13: 9781784412357

Book Description

Inquiry-based leaing (IBL) is a leaer-centered and active leaing environment where deep leaing is cultivated by a process of inquiry owned by the leaer. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components:1) exploration and discovery (e.g., problem-based leaing), 2) authentic investigations using contextualized leaing (e.g., field studies), and 3) research-based approach (e.g., research-based leaing). IBL encourages more self-regulated leaing because the primary responsibility is on the leaers to determine the issues and research questions and the resources they need to address the questions. In this way, leaing occurs across all leaing domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume covers the many issues and concepts of how IBL can be applied to faculty and institutional development, serving as a conceptual and practical resource and guide for educators offering practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
Inquiry-based leaing (IBL) is a leaer-centered and active leaing environment where deep leaing is cultivated by a process of inquiry owned by the leaer. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components:1) exploration and discovery (e.g., problem-based leaing), 2) authentic investigations using contextualized leaing (e.g., field studies), and 3) research-based approach (e.g., research-based leaing). IBL encourages more self-regulated leaing because the primary responsibility is on the leaers to determine the issues and research questions and the resources they need to address the questions. In this way, leaing occurs across all leaing domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume covers the many issues and concepts of how IBL can be applied to faculty and institutional development, serving as a conceptual and practical resource and guide for educators offering practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.