Collaborative Inquiry-based Learning Research Articles

Generative Artificial Intelligence Empowering Inquiry-Based Learning: Strategy and Challenges

This paper explores the potential and challenges of generative artificial intelligence in empowering inquiry-based learning. Generative artificial intelligence can build personalized learning resources, promote collaborative learning, conduct learning evaluation and feedback, and establish a human-computer collaborative inquiry-based learning model. However, we should also be vigilant against drawbacks such as over-reliance, information bias, academic misconduct, and lack of deep learning. To meet the challenges, this paper proposes strategies such as including content that generative artificial intelligence cannot complete, strengthening process evaluation, formulating clear guidelines for the use of generative artificial intelligence, and improving students' understanding of generative artificial intelligence tools to promote the effective implementation of inquiry-based learning.

Inovasi Media Pembelajaran Menggunakan AR (Augmented Reality) pada Materi Sistem Pencernaan

The learning process is a communication that involves teachers, students and subject matter. Learning media is needed to clarify the material and facilitate effective interaction between teachers and students. Along with the development of technology, Augmented Reality (AR) is one of the potential learning media. AR is able to improve concept understanding with interesting and interactive 3D visualizations, such as in the human digestive system material in the Merdeka Phase F class XI curriculum. However, AR also has drawbacks such as the lack of immediate feedback and distraction for students. To overcome this, innovation is needed, for example by integrating audio and video in AR media, thus providing a more thorough and effective learning experience. This innovation can support active and collaborative inquiry-based learning, enrich student understanding, as well as facilitate dynamic formative assessment. With collaboration between educators, technology developers and policy makers, the challenges of AR implementation can be overcome. The integration of this technology in education has the potential to improve the quality of learning and the development of 21st century skills such as creativity and problem solving. Key words: media innovation, augmented reality, biology learning

Collaborative inquiry-based instructional model to enhance mathematical analytical thinking and reasoning skills for fourth-grade students

In contemporary society, students’ analytical thinking and reasoning skills are crucial for their future development. The fourth grade (ages 9-10) is a critical stage for cultivating higher-level cognitive skills in students. Mathematics plays a significant role during this period, serving as a fundamental tool for fostering students' analytical thinking and reasoning abilities. Collaborative inquiry-based learning is considered beneficial for enhancing students' analytical thinking and reasoning skills. Therefore, this study aims to design a collaborative inquiry-based instructional model based on the characteristics of mathematics textbooks. The study extensively analyzes primary school mathematics textbooks published by Beijing Normal University and integrates the essential elements of collaborative inquiry-based learning to devise an instructional model tailored to the characteristics of mathematics textbooks. The model comprises six parts: Contextual Introduction (Question 1), Collaborative Inquiry (Question 2), Communication and Sharing (First round), Collaborative Inquiry (Question 3), Communication and Sharing (Second round), Review and Conclusion. The model is designed to assist students in acquiring knowledge through collaborative inquiry, stimulate their curiosity through contextualized learning, improve their analytical thinking and reasoning skills through collaborative inquiry, foster cognitive development through effective communication and sharing, and ultimately solidify acquired knowledge through reflection and conclusion. Theoretically, the analysis suggests that this model may positively impact students’ analytical thinking and reasoning abilities, providing a valuable reference for practical teaching.

The Creation of Situated Boundary Objects in Socio-Educational Contexts for Boundary Crossing in Higher Education

There is a growing awareness of the need to develop professional skills among university students, which is related to connecting learning to real life. In order to foster this connection, teachers may carry out activities that involve crossing boundaries, using theory in the practice of the professional context. This study presents a teaching experience consisting of a collaborative inquiry-based learning activity mediated by a WebQuest. Students analysed real digital literacy or digital inclusion projects implemented by local organisations to propose improvements by means of creating a digital educational product (a boundary object). This involved a change in context from the university environment to the socio-educational and professional setting. The aim of this study is to examine the students’ perception of this experience. For this purpose, a case study was conducted with a group of 39 first-year students of the bachelor’s degree in Social Education of the University of Barcelona. A questionnaire was administered and the responses were analysed from the perspective of Hermans’ Dialogical Self Theory and Star’s boundary objects. The results show that the students perceive the activity as a bridge between the two contexts, that they view this transition positively—albeit with certain limitations—and that they consider digital technology to have facilitated boundary crossing. In conclusion, we consider that the examined experience is useful in respect to closing the gap between academic and professional skills and contributes to the theoretical foundations for learning between contexts.

Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context

Not dissimilar to many other English as a foreign language (EFL) contexts, inquiry-based approaches to teaching and learning English appear to be both under-implemented and under-researched in Iranian English education settings, particularly in the public sector. In this study, the researchers explored the challenges and opportunities of teaching English based on collaborative inquiry-based learning (IBL) in an Iranian EFL secondary school context. To that end, supplementary teaching materials and classroom practices were developed for one of the national English textbooks, drawing upon inquiry phases of engagement in the topic of inquiry, exploring various sources, explaining the collected information collaboratively, and extending understanding. The participants of the study were 60 students taking English, as a compulsory school subject, in a vocational high school. The data for the study were collected through multiple sources including a semester-long class observation, teacher reflective journals, student-generated documents, and focus group interviews. The analysis of the data revealed that the students initially faced several challenges in their shift of paradigm from conventional to IBL practices, chiefly among which was their lack of tendency to sing in tune as community members. Notwithstanding the challenges, the practices also provided them with several learning opportunities like developing a searching spirit, practicing autonomy, creativity, team working, as well as voicing the self in a foreign language. We hope the research findings and classroom practices will be inspirational for curriculum designers, materials developers, and English teachers both in the Iranian context of English education and other EFL contexts worldwide.

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

Science education enhances students’ scientific literacy in order to interact with the world responsibly and contribute to democratic and informed decision-making. The emergence of place-responsive pedagogy and mobile technology with a variety of affordances has refocused attention on students’ direct embodied experience. P-responsive pedagogy combined with mobile technologies provides numerous opportunities for investigating, across contexts, everyday socio-economical environmental problems inherent to a particular location. Forming an evidence-based decision on socio-economical environmental real-life problems requires a more in depth understanding of natural processes than just making use of everyday knowledge that is based on perceptions and direct observations. Therefore, this paper aims to explore the secondary education students’ (a) awareness and understanding about a timely socio-environmental challenge, (b) development of the scientific vocabulary, (c) scaffolding needs during the mobile outdoor collaborative inquiry-based learning event. To fulfill the aims, action research with an experimental technology-enhanced collaborative inquiry learning design was created to investigate students’ knowledge gain and scaffolding needs. Three interventions with a total of 68 secondary education students (age 14–15) were conducted. Both quantitative and qualitative data were collected and analyzed. The results demonstrate the change in students’ opinions about the complex socio-economical environmental challenge and transformation from everyday concepts to more scientific knowledge, and their need for conceptual and procedural scaffolding. This paper adds new insights on how to utilize non-gamified use of mobile technology to empower secondary students’ scientific literacy and understanding in authentic settings.

Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study

It is well documented that the integration of inquiry-based learning (IBL) and problem-based learning (PBL) methodologies in initial teacher education (ITE) provides opportunities to enhance pre-service teachers’ research skills. However, few studies articulate the processes by which teacher educators implement and sustain these approaches in cross-institutional collaboration. This paper explores the journey of two teacher educators and their pre-service teachers, within a cross-institutional study on curriculum and assessment, problematising aspects of the longitudinal application of IBL and PBL methodologies. Dialogical reflections by the teacher educators and a critical friend, along with student questionnaires, were analysed in this three-year action research study. Findings demonstrate an increase in pre-service teachers’ research skills but limited transferability of learning to teaching. The papers’ central contribution proposes that as ITE reconfiguration evolves programmes can capitalise upon cross-institutional professional collaborations between teacher educators. Collaborative IBL and PBL learning spaces can be creatively explored to enhance transferability, developing pre-service teachers as researchers, a core element of initial teacher education programme accreditation.

The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction

Past studies have indicated that primary schools' students have difficulty in filtering out incorrect or unreliable information from the Internet when facing a large amount of information due to the lack of basic digital literacy and sensitivity. Therefore, the establishment of a mechanism for information judgment and evaluation to promote primary schools' students digital reading skills and information literacy has become a more and more important research issue in recent years. This study thus developed a web-based inquiry learning mode with collaborative digital reading annotation system support (WILM-CDRASS) aiming to provide innovative teaching mode of effectively enhancing information evaluation abilities of primary schools' students. A quasi-experimental design was conducted in this study to examine the learning effectiveness and technology acceptance of using WILM-CDRASS to enhance information evaluation abilities of primary schools' students compared to a web-based inquiry learning mode with general discussion board support (WILM-GDBS). A total of 50 Grade 5 students from two classes of an elementary school in New Taipei City of Taiwan participated in a collaborative inquiry-based learning course, “Internet information judgment and evaluation,” in this study. A total of 25 students from a class was assigned as the experimental group using WILM-CDRASS to enhance their information evaluation abilities, and a total of 25 students from the remaining class was assigned as the control group using WILM-GDBS. The learning outcomes of WILM-CDRASS and WILM-GDBS in the learning effectiveness and technology acceptance were also compared between students with different prior knowledge levels and cognitive styles from both groups. The analytical results revealed that the learning effectiveness and technology acceptance of learners in the experimental group using WILM-CDRASS for an information literacy course are significantly superior to those of learners in the control group using WILM-GDBS. The research findings also showed that the use of WILM-CDRASS was more beneficial to the students with low prior knowledge and field-independent cognitive style than those of using WILM-GDBS. As for technology acceptance, students with low prior knowledge perceived the use of WILM-CDRASS more helpful than WILM-GDBS for their learning. Based on the research results, several suggestions for the implementation of WILM-CDRASS to support information literacy courses were proposed. Besides, it is suggested to investigate students' effective learning behaviors and the relationship between the learning behaviors and learning performance in inquiry-based information literacy courses with WILM-CDRASS support in future study.

Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics

This article reports on a study focusing on understanding how primary students conducted collaborative inquiry-based learning (CIBL) supported by a mobile app during the COVID-19 pandemic when all lessons were conducted online. Learning analytics (LA) were used to map students’ behaviours in CIBL activities. One class with 35 students in Grade 4 participated in this study. Log data was collected and analysed using learning analytics with process mining techniques to understand groups’ CIBL behaviours in a mobile learning environment. The findings revealed high- and low-performance groups’ common and different features of CIBL behaviours. The research findings can help inform both teachers of making pedagogical refinement in the CIBL activity design, and researchers of developing scaffolding tools at different phases of CIBL on the mobile learning app to enhance students’ collaborative problem-solving skills.

Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning

Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model’s accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.

The effectiveness of blended learning model based on inquiry collaborative tutorial toward students’ problem-solving skills in physics

In this study, a collaborative inquiry-based blended learning model was developed. The model was supported by model books, learning instruments, and test instruments for problem-solving skills. The purpose of this study was to examine the effectiveness of the model to practice problem-solving skills for physics students. This research included research and development. The development model used uses the 4-D model (define, design, develop, and disseminate). The model and instruments were validated by the expert. The testing phase using the effectiveness test was carried out in one shot case study pre-post test design on three classes. The model implementation test was carried out on pre-service physics teachers at a private university in Mataram. Data collection was performed using observation sheets, problem-solving tests, and student response questionnaires. The data analysis technique used was descriptive, quantitative, and qualitative. The results showed that the inquiry collaborative tutorial-based blended learning model is effective in improving problem-solving skills. Students' problem-solving skills at the visualization step and describing the problem is high, while the next stage is still in the medium category. Students also gave positive responses to learning physics using this model.

The role of social annotation in facilitating collaborative inquiry-based learning

This study examines whether a social annotation (SoAn) tool may help facilitate students' collaborative inquiry-based learning (CIL). This kind of SoAn tool enables students to bookmark, highlight, annotate, share, discuss, and collaborate on information sources collected for their collaborative inquiry-based learning assignments (CILA) online. An analysis of these interactions may help instructors understand how students learn and may provide useful advice to them during the learning processes. This study invited 377 freshmen or sophomores from three different general education courses at a Hong Kong university to try out a self-developed SoAn tool, the Web Annotation and Sharing Platform (WASP). Quantitative data were collected from a questionnaire survey, activity log files, and CILA marks, while qualitative data were collected from individual interviews. The survey revealed that WASP facilitated the early stages of students' CIL in identifying inquiry questions and searching information. Students agreed that the SoAn tool is useful and effective in facilitating their CIL, but there were no significant changes in their CILA marks. This study revealed that no correlation was found among students' perception of the CIL/SoAn tool, the usage of the SoAn tool, and their CILA marks. With students' high perceived usefulness and effectiveness of SoAn tools, further studies should focus on how to better utilise SoAn tools in students' CIL.

The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes

This paper contributes to the ongoing discussion about analysing the temporal aspects of learning processes in the educational technology research field. Our main aim was to advance methods for analysing temporal aspects of technology-enhanced learning (TEL) processes by introducing the temporal lag sequential analysis (TLSA) technique and by combining TLSA with temporal log data analysis (TLDA). Our secondary aim was to illustrate the potential of these two analysis techniques to reveal the differences between the face-to-face technology-enhanced collaborative inquiry-based learning (CIBL) processes of three different conditions (non-scaffolded, writing scaffolded and script scaffolded groups). The study involved undergraduate university students (N = 231) in natural sciences. The TLDA was based on timestamps and groups' inputs into a TEL environment, and it focused on the groups' temporal ways of using technological resources. The TLSA was based on screen capture videos and audio recordings of the groups' CIBL processes, and it focused on the inquiry-based learning (IBL) transition patterns (i.e. the transitions between the different IBL phases) discovered by lag sequential analysis and demonstrated by how the IBL transition patterns temporarily emerged. The TLDA findings demonstrated temporal differences regarding how the groups in the different conditions used the available technological resources. The TLSA findings revealed three temporarily distinct IBL transition pattern clusters whose content and temporal emergence varied depending on the condition. Parallel temporal analysis of the log data and the IBL transition patterns indicated that the use of the technological resources temporarily mediated IBL transition patterns. Specifically, we found advantages similar to those of asynchronous online discussions (think before acting) when face-to-face interaction was enhanced with the writing scaffold. The article concludes with a general discussion of the necessity and potential of temporal analysis.

Effectivity of Flipped Learning Combined with Team Based Learning Towards Academic Performance and Student Statisfaction in Medical Surgical Nursing Course

Introduction: Flipped classroom is an instructional model which is flipping the traditionally learning method used in class now being the homework for college students, while classes are conducted face to face using collaborative learning and inquiry-based learning method. This study aimed to explain the effectiveness of flipped classroom learning combined with team based learning toward learning achievement and satisfaction of nursing students. Methods: this was a quasi experimental study using non equivalent group post test only design. Population was year two students class A and class B, sample size was 161 students which is 81 students from class A and 80 students from class B. Results: more respondents were satisfied with flipped classroom learning combined with team based learning (92.6%). Mean rank of group undertaking flipped classroom combined with team based learning were higher (96.90) compared to group undertaking traditional method (64.91). Mann-whitney showed that p value = 0.000 which means there was a different of learning achievement between group of student undertaking flipped classroom learning combined with team based learning and students undertaking traditional method. Conclusions : Flipped classroom combined with team based learning are more effective than the traditional learning. It is recommended to use mix-method and larger sample for further study.

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

ABSTRACTThis study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced learning environment and audio recordings of discussions between students. We performed a thematic analysis based on the phases of inquiry-based learning (IBL). The thematic analysis was complemented by a content analysis, in which we analysed whether the utilisation of technological tools was on a deep-level, surface-level, or non-existent basis. Student participation was measured in terms of frequency of contributions as well as in terms of impact. We visualised the sequence of the face-to-face interactions of two groups of five students by focussing on the temporal aspects of IBL, technology enhancement and collaborative learning. First, instead of the amount of time the groups spent on a specific IBL phase, the between-group differences in the most frequent transitions between the IBL phases determined their differential progress in the CIBL process. Second, we found that the transitions were triggered by the groups’ ways of utilising technological tools either at the deep level or at the surface level. Finally, we found that the level of participation inequity remained stable throughout the CIBL process. As a result, only some of the members of the groups played a role in the most frequent transitions. Furthermore, this study reveals the need for scaffolds focussing on inquiry, technological and collaborative skills at the beginning of the learning process.

Preschool children\u2019s Collaborative Science Learning Scaffolded by Tablets

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

Assessing the Effects of Collaborative Professional Learning: Efficacy Shifts in a Three-Year Mathematics Study

Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for teaching, and student mathematical thinking. The program, which was refined annually based on research report recommendations, was found to increase teacher efficacy, student achievement and positive student beliefs.