Page 175 - International Perspectives on Effective Teaching and Learning in Digital Education

Using Inquiry-Based Learning for Developing University Students’ Digital Skills

Table 2 Evaluation of the IBL Scenario According to the 5E Scoring Instrument
5E ILPv Item description Scoring
(–4)
Engage item 1 The engage phase elicits students’ prior knowledge (based upon the 4
objectives).
Engage item  The engage phase raises student interest/motivation to learn. 4
Engage item 3 The engage phase provides opportunities for student discussion/ 4
questions (or invites student questions).
Engage item 4 The engage phase leads to the exploration phase. 3
Explore item 1 During the exploration phase, teacher presents instructions. 4
Explore item  Learning activities in the exploration phase involve hands–on/minds– 4
on activities.
Explore item 3 Learning activities in the exploration phase are student–centred. 4
Explore item 4 The inquiry activities of the exploration phase show evidence of 
student learning (formative authentic assessment).
Explain item 1 There is a logical transition from the exploration phase to the 3
explanation phase.
Explain item  The explanation phase includes teacher questions that lead to the 3
development of concepts and skills.
Explain item 3 The explanation phase includes mixed divergent and convergent 
questions for interactive discussion facilitated by teacher and/or
students to develop concepts or skills.
Explain item 4 The explanation phase includes a complete explanation of the 1
concept(s) and/or skill(s) taught.
Explain item 5 The explanation phase provides a variety of approaches to explain and 
illustrate concept or skill.
Explain item 6 The discussion or activity during the explanation phase allows the 3
teacher to assess students’ present understanding of concept(s) or
skill(s).
Elaborate item 1 There is a logical transition from the explanation phase to the 3
elaboration phase.
Elaborate item  The elaboration activities provide students with the opportunity to 
apply the newly acquired concepts and skills into new areas.
Elaborate item 3 The elaboration activities encourage students to find real–life 4
connections with the newly acquired concepts or skills.
Evaluate item 1 The lesson includes summative evaluation, which can consist of a 3
variety of forms and approaches.
Evaluate item  The evaluation matches the objectives. 4
Evaluate item 3 The evaluation criteria are clear and appropriate. 4
Evaluate item 4 The evaluation criteria are measurable (i.e. using rubrics). 4

became clear that students required more comprehensive guidance on the
process of reviewing scientific literature, along with more opportunities to
practice critically reading and interpreting academic texts, as well as extract-
ing essential information. The results of the scoring for the elaboration and

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