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Inquiry as a Methodology and Practice in Higher Education Online Instruction
PROCEEDINGS

, , Duquesne University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As online education continues to grow rapidly within higher education, universities and researchers have placed an increased emphasis on understanding adult learning theory in conjunction with effective online learning environments that engage students towards higher levels of thinking, promote active student involvement, accommodate individual differences and motivate learners (Zsohar & Smith, 2008). Online teaching requires faculty members to think differently about teaching and learning, learn an array of new technological skills, and engage in ongoing professional developments to promote quality online instruction (Fish & Wickersham, 2009). The inquiry-based instruction and learning model promotes student learning through student-driven and instructor-guided investigations of student “centered” questions and proves to be a potent pedagogical tool in higher education (Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., Sammon, S.).

Citation

Mautino, R. & Henderson, T. (2013). Inquiry as a Methodology and Practice in Higher Education Online Instruction. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (p. 872). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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