VS. Lee (2012), What is inquiry-guided learning?

Article: Lee, VS., (2012), What is inquiry-guided learning?

https://doi.org/10.1002/tl.20002

Short summary of the scope and focus in the article

The article is about inquiry-guided learning (IGL) which has become a popular approach to learning in higher education. The essense of IGL defies the use of instructions in teaching and is therefore difficult to conceptulize. The article discusses the different frameworks used to describe IGL, but raises the paradox that inquiry is a site of student learning, rather than a traditional subject area. 

Quote a statement that summarizes what the author claims they contribute to the field.

«Because IGL (inquiry guided learining) comprises a suite of teaching practices that defies a simple prescription for practice, practitioners have developed conceptual frameworks, models, and develop-mental rubrics as a necessary first step of implementation. Taken together these frameworks, models, and rubrics represent a collective effort to define inquiry as a site of student learning rather than faculty scholarship».

In your own words, compare the results/arguments presented in the article with the authors’ claim(s) you identified in question 1.

The author presents the different frameworks for IGL, but argues that a framework for IGL contradicts the concept of IGL. She doesn’t really present any results and leaves it to use to find out how to conduct IGL. 

Is the argument that the authors provide solid enough based on the evidence and/or theoretical considerations to convince you of their claim(s)?

I wouldn’t use the word solid to describe any part of this paper. The auther presents the different frameworks that have been developed to describe the very elusive strategy of IGL and then leaves it to use to develop our own idea of IGL. She makes a good point, but uses the very same frameworks to make the point that inquiry is a site of (student) learning. 

What is missing in the article?

The article presents frameworks and models, but not really any examples. I think this would help understanding the concept of IGL as something more than frameworks and models. Examples of how IGL could be conducted in different settings. 

What was most interesting for you?

I find the concept of inquiry guided learning useful and essential in research-based learning. It is difficult to conceptualize though and literature and training (such as PBL facilitation) provides little guidance in the area. This is something that I practice in my research supervision, but my approach is mainly based on intuition and some experience and any attempt to conceptualize this process doesn’t really communicate the essence of how to conduct IGL. 

How does this article relate to your own teaching?

I believe I rely on IGL in research supervision of my master students. An important aim is to trigger enthusiasm and interest in the student in inquiring their own research questions. I don’t have a recipe for reaching this aim, and I don’t always succeed, but quite often my students hand in theses that are highly inquiry guided.  

What can you learn from it?

I think it is important to be aware of the power of inquiry-guided learning. It is however a very elusive concept often isn’t described very well in the literature. It is, however, an intuitive concept that I think is easily recognized by research supervisors. The article provided an overview of the different frameworks that are used to describe IGL and makes us aware of the power and importance of implementing IGL. The concept itself still remains elusive and any attempts to describe it doesn’t really do it justice.