Inquiry-based learning in Higher Education

This chapter presents an introduction to the concept of Inquiry-based learning (IBL) and its philosophical underpinnings. I reflect on my experiences as an educational developer, lecturer and scholar of teaching and learning, drawing on my 15 year journey of researching and teaching IBL in Higher Education to discuss why I believe in inquiry-based pedagogies. I have focused my teaching and research on IBL around three central aspects: the relationship between IBL and information literacy, the role of collaboration and group work in IBL, and the role of reflection and reflective writing in student inquiry. I discuss each of these aspects of IBL, and reflect on why I think they are valuable aspects of inquiry, and how each affects the pedagogical choices I have made. The chapter concludes with some more practical advice around how to implement IBL successfully in Higher Education.