Inquiry Based Learning - The Process

IBL involves working in groups of about twelve students with one facilitator. It has a structured tutorial process, which has parallels with the kind of structure Rogoff (1995) talks about in her perspective of learning. The processes involved in IBL create the conditions which Bruner (1996) states as necessary for authentic and continuing learning; that is activity, reflection, collaboration and creation of a community which, will nourish, sustain, and give meaning to these activities in their interactions.

The process begins with the first exploratory tutorial, where the student group is introduced to the scenario using a trigger. While in the process of PBL the scenario is always a problem that the student may encounter, the IBL process tends to use any everyday situation to instigate the process of inquiry. The facilitator introduces the scenario and then sits back into the group. One of the group members is appointed the scribe who notes all the ideas brought forward on to the board. The exploration about the issues associated to the scenario are teased out, relating to, what issues are known to the group and what issues they need to know about in order to deal with the situation. This can relate to theoretical concepts, prior insightful experience, sharing of understanding and explanations about their thoughts takes place too.

The group also consider the resources they have available to help them in their inquiry such as:

•          the ‘experts’ they can approach,

•          the kind of literature they would need to study,

•          the experiences they can try to avail to give them better understanding.

Having well thought-out the ways of conducting the inquiry, the students then share out the work entailed. This makes finding necessary information an easier task. It also allows the learners to pick on areas that are of particular interest to them and are building on their existing knowledge. Generally the group forms smaller sub-groups and everyone picks on specific issues to investigate, based on personal interest. Sometimes they also discuss the strategies of disseminating the gleaned information within the group.

Inquiry Based Learning Process                                                                                                        

Exploratory Tutorial : The Inquiry Stage

• Inquire into the scenario by exploring the content issues.
• Define the nature of the situation.
• Brainstorm concepts and issues.
• Review your prior learning and understanding, then identify your learning needs.
• Prioritise you learning needs.
• Formulate relevant questions about the situation.
• Think of the process to achieve these.
• Consider the required resources.
• Decide which learning issues are to be allocated to which individuals.
• Identify ways in which to share new knowledge with the group.

Infacilitated Tutorial: Self-directed study

• Collection of new additional information to help integrate new knowledge, skills and values into the context of the situation.
• Plan and prepare the dissemination of this information in a systematic manner, using varied methods.

Review Tutorial: Presentation of findings

• Presentation of the new information.
• Analyse and apply the new information to the situation.
• Evaluate the effectiveness of the findings of the inquiry.
• Discuss how the findings can be incorporated into their existing knowledge.

Plenary Tutorial: Consolidate learning and action plan

• Review individual and group learning.
• Identify new learning issues for further exploration.
• Identify sources of the new information.
• Develop an action plan for achieving the new learning, stating the rationale for the actions.

                                                                                                                                                                

Figure 1

The next part of the process is called the un-facilitated tutorial session where the learners:

gather information according to agreed plan,

work on how to present the information to the group,

plan any handouts they wish to give out etc.

Then the group meets with the facilitator for the presentation of findings. Information is given out using different strategies, discussions are held on the findings presented and issues for further investigations are raised. Again this is the time for bringing into the classroom the experiences from practice so that the new learning can be incorporated into existing understanding.

Further sessions are dependent on the how flexible the tutorial process is:

• In long programs where a lot of new learning needs to take place, there are further facilitated sessions incorporated. In these sessions, consolidation of learning can take place, further issues of investigation are identified and the learning cycle is continues for another time. Lastly action plans for any related issues can be made by individual members of the group.
• While in short programs the process is considerably shortened by having consolidation and action planning carried out at the end of the presentation session.

Inquiry and Problem-Based Learning process is summarised by Gibbs and Gambrill (1999) as involving:

• students becoming motivated to apply evidence-based practice
• tutor posing an answerable question
• students tracking down the best evidence related to the question
• students critically examining the best evidence
• students applying the results of their critical review
• tutor and students evaluating the outcome based on performance criteria

The role of the facilitator includes:

• identification of a real, current, important and practical  problem that requires a solution.
• guiding students as they work in groups to define the problem / issues.
• assisting students in learning how to locate resources or providing resources for them.
• Helping students evaluate the information’s relevance to the problem.
• Facilitating students to work in a collaborative manner to arrive at a solution or solutions to the problem.                                                                                                                                      (Raleigh 1999)

Thus the role of the facilitator is important during this process. The input from the facilitators varies with groups. Generally, the input of the facilitator is important not only to guide the learners but also to help in contributing the ‘expert’ opinion and experience to the discussion. As the IBL sessions progress, the students become more independent and turn less and less to the facilitator for confidence in their learning. Further discussion on the role and skills of the facilitator will be discussed later in this section.