Hybrid Inquiry-Based Learning

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)
DOI: 10.4018/978-1-60566-380-7.ch013
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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.
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Background

In this section, we provide the theoretical background for IBL and HIBL. We begin with a review on learning perspectives, namely Behaviorism, Cognitivism, and Constructivism. These perspectives contribute the theoretical background of IBL to various extends. In particular, IBL realizes most constructivist principles such as scaffolding and collaborative learning. We also provide literature review on learning theories related to IBL, and discuss their relationships with hybrid learning. We encourage readers to refer to other chapters of this handbook for literature review on hybrid learning.

Key Terms in this Chapter

Collaborative Learning: A learning model in which learners at different performance levels work together in small groups toward common academic goals.

Scaffolding: The process of providing learning supports so that learners can accomplish tasks that ordinarily cannot be performed on their own.

Higher Order Thinking: A cognitive process in which learners go far beyond the specific information they have acquired, and be able to analyze, apply, and evaluate the acquired information.

Inquiry: A process to seek for information, knowledge, or truth through questioning.

Inquiry-Based Learning (IBL): A constructivist student-centered pedagogy using inquiry as a main vehicle for teaching and learning. It focuses on questioning, critical thinking, and problem solving.

Hybrid Inquiry-Based Learning (HIBL): 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.

WebQuest: A web-based implementation of inquiry-based learning which exists in the form of a website with essential contents including introduction page, task page, process page, evaluation page, and resource page.

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