Enhancing Online Teacher Education Courses with Inquiry-based Teaching and Learning

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Yoder, M. & Collier, C. (2006). Enhancing Online Teacher Education Courses with Inquiry-based Teaching and Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1355-1361). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22249.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Maureen Yoder, Lesley University, United States; Catherine Collier, Roberts Wesleyan College, United States

Abstract

Inquiry-based and constructivist activities can invigorate teaching and motivate students to take charge of their own learning, understand multiple perspectives, and develop reasoning skills. Research shows that inquiry-based activities improve student understanding and retention of knowledge. A recent study by one of the authors included a survey of 300 online students, alumni, and instructors. Students valued course assignments that focused on practical projects that employed intriguing and thought-provoking questions and timely and authentic online resources. A study by the second author involved 150 graduate students engaged in interactive reading exercises to deepen levels of understanding through critical literacy, and generate questions for inquiry. Both studies resulted in a compelling argument for inquiry-based teaching. The writings of Socrates, Bruner, Dewey, and other educational theorists provide a theoretical background for this approach to constructivist teaching.

Keywords

• Students

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