Abstract
This study involved a meta-analysis of 10 cases of inquiry-based learning (IBL) in undergraduate education to determine the factors which both enable and constrain its use. The enabling factors were found to include: teacher attributes – being student-centred, reflective but rebellious; course design attributes – questions stimulating learning, collaborative learning, progressive development of inquiry skills, required student preparation and constructive alignment; department and institutional attributes – IBL being more accepted if permeating a whole programme, the pivotal role of supportive senior management and assistance by staff developers. The major constraints were gaining philosophical buy-in to inquiry approaches; supporting transition to inquiry; developing self-reflection skills; and coping with varied assessment products. Departmental and institutional challenges included timetables and room allocation and the difficulty of recruiting teachers in a research intensive environment. Some strategies are suggested to help overcome these barriers.
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