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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Official URL: http://dx.doi.org/10.1002/tl.20004
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 |
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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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