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Using Inquiry-Based Learning for Developing University Students’ Digital Skills
In an IBL task, learners play the role of active researchers, they solve prob-
lems, try to find answers to research questions, etc., while the teacher ‘s role
is that of facilitator (Ivanuš Grmek et al., 9). Another important feature of
the IBL approach is that the focus is on the research process itself and not, or
to a lesser extent, on the final result or product. In the process, learners also
develop different social skills as they all strive towards a common goal. In
this way, IBL contributes to knowledge that is more functional or applicable
(Rems Arzenšek, 6) and develops academic thinking skills (e.g. predict-
ing, observing, comparing, analysing, inferring, etc.), intellectual abilities, re-
sourcefulness, critical thinking, problem-solving skills, etc. (Petek, 1).
IBL is grounded in several educational theories and principles that em-
phasize active, student-centred learning. The primary theoretical founda-
tion of IBL is the constructivist theory which posits that learners actively
construct their own understanding and knowledge of the world through
experiences and reflection (Hyslop-Margison & Strobel, 7). Rather than
passively receiving information, students in IBL environments engage with
content by exploring, questioning, and problem-solving, thus construct-
ing their own understanding based on previous knowledge and new dis-
coveries. While IBL promotes independence in learning, it often relies on
scaffolding, i.e. support or guidance to students as they engage in inquiry,
gradually removing that support as they gain confidence and skills. Accord-
ing to Aparicio-Ting et al. (19, p. 1): ‘Effective IBL curricula must provide
students with the foundational knowledge, resources and skills required,
and, as needed, at each point during the inquiry cycle.’ The constructiv-
ist learning theory acted as a source for the development of several stu-
dent-centred approaches which were commonly described as opposed to
traditional instruction methods based on the teacher transferring knowl-
edge to passive students (Baeten et al., 1). Another theoretical frame-
work which is closely linked to IBL is experiential learning (Dewey, 7;
Seaman et al., 17) according to which students learn best by doing and
reflecting on their experiences. In IBL, students actively participate in the
learning process by engaging in investigations, experiments, or projects
that mimic real-world scenarios.
We can speak of several inquiry-based approaches, which actively engage
learners in the process of exploration, questioning, and problem-solving.
Project-based learning (Thomas & Mergendoller, ; Thomas et al., 1999)
involves students working on extended projects aimed at creating presenta-
tions or products, which promotes collaboration and critical thinking. Prob-
lem-based learning (Barrows, 1996) focuses on solving complex, authentic
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