Does inquiry-based learning increase student engagement? The case of a first year history survey course

Wood, Jamie and Ralston, Alex (2010) Does inquiry-based learning increase student engagement? The case of a first year history survey course. In: Building inclusive academic communities: cases studies in history, classics and archaeology. Higher Education Academy Subject Centre for History, Classics and Archaeology, Liverpool, pp. 19-22. ISBN 9780856460363

Full content URL: http://www2.warwick.ac.uk/fac/cross_fac/heahistory...

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Abstract

This case study describes the introduction of an inquiry-based element into lectures in a first year core module – The Peoples of Early Medieval Europe – at the University of Manchester in the autumn semester of 2006-7. Students worked collaboratively in lectures and presented the findings of their research in a poster format to their peers in subsequent seminars.

Additional Information:This case study describes the introduction of an inquiry-based element into lectures in a first year core module – The Peoples of Early Medieval Europe – at the University of Manchester in the autumn semester of 2006-7. Students worked collaboratively in lectures and presented the findings of their research in a poster format to their peers in subsequent seminars.
Keywords:Medieval History, History (General), Education (General), Higher Education
Subjects:V Historical and Philosophical studies > V130 Medieval History
X Education > X342 Academic studies in Higher Education
X Education > X142 Training Teachers - Higher Education
Divisions:College of Arts > School of History & Heritage > School of History & Heritage (History)
ID Code:7519
Deposited On:12 Feb 2013 16:54

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