Developing and embedding inquiry-guided learning across an institution

Jenkins, Martin and Healey, Michael J ORCID: 0000-0003-1195-0370 (2012) Developing and embedding inquiry-guided learning across an institution. New Directions for Teaching and Learning, 2012 (129). pp. 27-37. doi:10.1002/tl.20004

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Abstract

This chapter presents a case study of how inquiry-guided learning has been developed and embedded within a small university in the United Kingdom. It highlights the different theoretical and conceptual frameworks that contributed to our evolving understanding of inquiry-guided learning and the importance of recognizing and working with disciplinary differences.

Item Type:	Article
Article Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > Countryside and Community Research Institute
Research Priority Areas:	Place, Environment and Community
Depositing User:	Anne Pengelly
Date Deposited:	18 May 2016 09:29
Last Modified:	01 Aug 2021 21:35
URI:	https://eprints.glos.ac.uk/id/eprint/3507

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