A pedagogical approach using inquiry as the main tool for teaching and learning and being implemented in hybrid learning mode with a combination of ICT-based and non ICT-based methods.
Published in Chapter:
Hybrid Inquiry-Based Learning
Yuen-Yan Chan (The University of Hong Kong, Hong Kong), Hiu-Fung Lam (Sai Kung Sung Tsun Catholic School (Secondary Section), Hong Kong), Harrison H. Yang (State University of New York at Oswego, USA), Kai-Pan Mark (City University of Hong Kong, Hong Kong), and Chi-Hong Leung (Hong Kong Polytechnic University, Hong Kong)
Copyright: © 2010
|Pages: 25
DOI: 10.4018/978-1-60566-380-7.ch013
Abstract
This chapter proposes the hybrid inquiry-based learning (HIBL) model, a novel pedagogical model based on inquiry-based learning (IBL). In IBL, learning is achieved by questioning and learners are encouraged to invent new hypotheses instead of investigating questions posed by the instructor. This chapter first provides a holistic description of IBL. It begins with a brief history and survey on learning perspectives, pedagogical background of IBL is also provided. The IBL model, its implementations and variations, as well as the comparison of its pedagogical features against traditional teaching approaches are also given. This chapter further contributes the hybrid inquiry-based learning (HIBL) model, a new IBL model that integrates traditional and ICT-based implementations of IBL. By leveraging on the advantages of both classroom-based and web-based learning, the best sides of IBL can be elicited. A detailed example in Information Security education is also provided to illustrate the HIBL model.