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Inquiry-based learning in the university context:
A systematic review*
El aprendizaje basado en la investigación en el
contexto universitario: una revisión sistemática
Lidia E. SANTANA-VEGA, PhD. Professor. Universidad de La Laguna (lsantana@ull.es).
Arminda SUÁREZ-PERDOMO, PhD. Assistant Professor. Universidad de La Laguna (asuper@ull.edu.es).
Luis FELICIANO-GARCÍA, PhD. Associate Professor. Universidad de La Laguna (lfelici@ull.edu.es).
Abstract: 2) engaging students in self-learning, and 3)
Inquiry-Based Learning (IBL) is a method- increasing critical thinking. Its weaknesses
ology that enhances learning through a include: 1) the inability to meet learning ex-
year 78, n. 277, September-December 2020, 519-537
knowledge construction process. The aim pectations, and 2) the reluctance of university
of this study is to establish how IBL is used hierarchies to embrace IBL. The potential of
and what effects it has on university students IBL as a teaching strategy at university lev-
from social sciences and health sciences. This el is discussed as it allows deep knowledge
study follows the PRISMA guidelines for con- construction, increased learning motivation,
ducting systematic reviews. It comprises an and development of students’ research skills
analysis of 31 studies extracted from four as well as their self-learning, self-confidence,
revista española de pedagogía
electronic databases and reference lists on critical thinking, and academic performance.
the topic, published in English between 1998- IBL favours meaningful learning by university
2019. The results show that the strengths of students by offering a space for the creation of
IBL are: 1) promoting cooperative learning, knowledge stimulated by the inquiry process.
* This work is part of a larger project funded by the European Commission (Education, Audiovisual and Culture Executive
Agency, EACEA), REFLECT LAB: Supporting lecturers in applying inquiry based learning (2016-DE01-KA203-002891).
Erasmus+ Strategic Partnerships in the field of higher education. This publication reflects the views only of the authors,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Revision accepted: 2020-06-22.
This is the English version of an article originally printed in Spanish in issue 277 of the revista española de pedagogía.
For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Santana-
Vega, L. E., Suárez-Perdomo, A., Feliciano-García, L. (2020). El aprendizaje basado en la investigación en el contexto
universitario: una revisión sistemática | Inquiry-based learning in the university context: A systematic review. Revista
Española de Pedagogía, 78 (277), 519-537. doi: https://doi.org/10.22550/REP78-3-2020-08
https://revistadepedagogia.org/ ISSN: 0034-9461 (Print), 2174-0909 (Online)
519 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
Keywords: inquiry-based learning, college autoaprendizaje, y 3) el aumento de un pen-
students, teaching methods, active learning, samiento crítico. Entre sus debilidades se se-
systematic review, PRISMA. ñalan:1) la incapacidad de cubrir las expec-
tativas de aprendizaje, y 2) las reticencias de
las estructuras universitarias hacia el ABI. A
Resumen: partir de estos resultados se discute el valor
El aprendizaje basado en la investigación del ABI como estrategia didáctica en la uni-
(ABI) es una metodología que potencia los versidad, en la medida en que permite pro-
aprendizajes mediante un proceso de cons- fundizar en la construcción del conocimiento,
trucción del conocimiento. La finalidad del incrementar la motivación de aprendizaje, de-
estudio era conocer cómo se está aplicando sarrollar las habilidades de investigación, el
el ABI y sus efectos en estudiantes univer- autoaprendizaje, la autoconfianza, el pensa-
sitarios de ciencias sociales y de la salud. El miento crítico, y el rendimiento académico. El
método para realizar la revisión sistemáti- ABI favorece el aprendizaje significativo en el
ca ha seguido las directrices de la declara- alumnado universitario al ofrecer un espacio
ción PRISMA. Se analizaron un total de 31 de creación de conocimiento estimulado por
estudios extraídos de cuatro bases de datos el proceso de indagación.
electrónicas y listas de referencias sobre el
tópico, publicados en inglés entre 1998-2019. Descriptores: aprendizaje basado en la in-
year 78, n. 277, September-December 2020, 519-537
Los resultados mostraron como fortalezas del vestigación, alumnado universitario, métodos
ABI: 1) la promoción del aprendizaje coope- de enseñanza, aprendizaje activo, revisión sis-
rativo; 2) el compromiso del alumnado en su temática, PRISMA.
1. Introduction
revista española de pedagogía
Angelo, Matthews, O’Steen, & Robertson
Inquiry-based learning (IBL) encom- 2007). IBL is a promising approach for
passes a variety of teaching focuses de- improving teaching and learning process-
riving from the perspectives of Dewey es in universities.
and Bruner (Herman & Pinard, 2015)
who argue that inquiry is at the centre IBL promotes a pedagogy centred
of tasks, the use of resources, and learn- on the student as an agent who actively
ing instructions. IBL sets students chal- seeks out and constructs knowledge (Hea-
lenges that: a) catalyse their engagement ley & Jenkins, 2009; Justice, Rice, & War-
and participation, b) promote experien- ry, 2009; Sproken-Smith & Walker, 2010).
tial learning, and c) stimulate exploration The importance of inquiry-based pedago-
and the search for solutions (Aditomo, gies resides in fostering students’ capac-
Goodyear, Bliuc, & Ellis, 2013; Levy, Ai- ity to adopt learning strategies that use
yegbayo, & Little, 2009; Oliver, 2008; inquiry techniques and tools, allowing
Prince & Felder, 2007; Spronken-Smith, them to construct their own knowledge
520 EVInquiry-based learning in the university context: A systematic review
in greater depth (Levy & Petrulis, 2012). how the link between teaching and re-
In IBL: a) scientific enquiry is built into search is built:
the teaching-learning process; b) teach-
ing focusses on the learner; c) learning a) Research-led. The curriculum is domi-
is stimulated by inquiry when questions nated by the interests of teaching staff
or doubts arise; d) teaching staff play a who set the information transmission
role as knowledge facilitators; e) learning model. Students learn about the re-
is the outcome of a knowledge construc- sults of research.
tion process that fosters cognition and
metacognition; f) self-directed learning is b) Research-oriented. Teachers attempt
stimulated (Aditomo et al., 2013; Levy & to create a research ethic through
Petrulis, 2012; Spronken-Smith & Walk- teaching; the curriculum emphasises
er, 2010; Justice et al., 2007; Kahn & knowledge-production processes and
O’Rourke, 2004). the learning achieved. Students learn
through the research process.
IBL provides students with a broad
social scaffolding and guidance for man- c) Research-based. The division between
aging their inquiry (Hmelo-Silver, Dun- the roles of student and teacher is mi-
can, & Chinn, 2007); it promotes active nimised. The curriculum is largely de-
year 78, n. 277, September-December 2020, 519-537
learning with positive effects on students’ signed around inquiry-based activities.
achievements and their attitudes towards Students learn as researchers.
research (Maass & Engeln, 2018); it stim-
ulates their problem-solving capacity, d) Research-tutored. Students learn on
critical thinking, and reflection on learn- the basis of the results of research,
ing (Bruder & Prescott, 2013; Minner, formulated in small discussion groups
Levy, & Century, 2010); it fosters uni- with a teacher who facilitates the pro-
revista española de pedagogía
versity students’ research competence cess.
and training, improving the quality of
what they learn and the process of peer According to Healey (2005), the cur-
collaboration (Bevins & Price, 2016); it riculum must be redesigned to make the
promotes better understanding of sub- research-teaching nexus practical, plan-
jects among students, as they accept the ning a teaching process centred on stu-
challenges their academic training in- dents as the authors of their own learn-
volves (Åkerlind, 2008; Brew, 2003; Hea- ing. IBL has mainly been implemented in
ley & Jenkins, 2009; Hunter, Laursen, science subjects such as maths, physics,
& Seymour, 2007); and it increases their and biology. Systematic review studies
academic writing skills (Justice, Rice, & of the application of IBL with university
Warry, 2009). students from social and/or healthcare
courses are rare. In order to estab-
Griffiths (2004) and Healey (2005) lish how IBL is applied in these cours-
identify four IBL modes depending on es, we performed a study following the
521 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
guidelines from the PRISMA statement tence-Based Learning” are excluded; b)
for performing systematic reviews and the study population must be university
meta-analyses (Liberati et al., 2009). students; studies focussing on non-uni-
The objectives of this study are: versity students are rejected; c) the date
range of the publications included in the
1. To identify the duration, source, and review must be 1998-2019; articles pub-
methodological characteristics of the lished before then are excluded; d) the
studies analysed. selected publications must be limited to
the fields of social sciences (education,
2. To examine the type of IBL mode used. psychology, anthropology, social work,
etc.) and health sciences (medicine,
3. To analyse the objectives of the studies nursing, physiotherapy, etc.); articles fo-
on the implementation of IBL and its cussing on qualifications from other ar-
effects on social science and health sci- eas of knowledge are excluded; e) the ar-
ence students. ticles must be written in English; those
written in other languages are excluded.
4. To analyse the limitations of the stud-
ies. The systematic review was carried out
using various online databases: ERIC,
year 78, n. 277, September-December 2020, 519-537
Web of Science, Current Contents Con-
2. Method nect, MEDLINE, PsycArticles, Academ-
2.1. Search and eligibility criteria ic Search Complete, and PsycInfo. These
To search for publications about the databases were selected for their rele-
use of IBL with university students vance as they contain scientific articles
from the social sciences and health published in indexed journals. To identify
sciences, we proposed a series of inclu- the search terms relating to the topic to be
revista española de pedagogía
sion and exclusion criteria: a) articles studied, we performed a preliminary liter-
must specifically state the use of active ature search and consulted experts in IBL.
methodologies such as IBL; articles We performed an iterative search in each
that only mention “Research Teaching database, combining the two sets of terms
Nexus”, “Learning Strategies”, ”Compe- shown in Graph 1.
Graph 1. Truncated search strategy.
Source: Own elaboration.
522 EVInquiry-based learning in the university context: A systematic review
We used thesaurus terms (Graph 2) in the entries with the exact terms, according to the
databases that offer this search option to find inclusion criteria established in the study.
Graph 2. Thesaurus terms search strategy.
Source: Own elaboration.
2.2. Data collection and analysis proce- specifying: the reference of the study;
dure the reason for selection; title and/or
The steps in this search were: abstract (university population, social
sciences or health sciences, IBL); year
1. Establishing truncated search terms of publication. Finally, their suitabil-
and thesaurus terms to limit the search- ity was determined for subsequent
year 78, n. 277, September-December 2020, 519-537
es in accordance with the objectives of analysis.
the study.
6. Verifying the degree of accuracy of the
2. Searching for entries in the selected data extracted in the selection of ar-
databases. ticles.
3. Ordering the entries obtained by rele- After a preliminary search in each da-
revista española de pedagogía
vance. When the number of search re- tabase, we found that PsycArticle, Aca-
sults exceeded 100 entries, we used the demic Search Complete, and PsycInfo did
following filters to reduce the number: not return results that fitted what we
works subjected to double blind review; wanted, and so we decided to eliminate
full texts with links; works from the them from the study. The search of the
1998-2019 period; works published in four remaining databases gave a total of
English in academic journals. 679,478 entries (Graph 3). After adjust-
ing the search on the basis of the filters
4. Carrying out a second selection of the en- described in step 3, the number of entries
tries retrieved, using the title and/or abs- was reduced to 2,230. Of these entries,
tract as the criteria and excluding ones 2,189 were rejected as they did not match
that do not match the thematic area. the inclusion criteria. Once we had car-
ried out the selection, we reviewed the
5. Making a data extraction sheet for complete texts of the 41 remaining stud-
each article with the inclusion criteria ies. Of these, 29 met the inclusion cri-
523 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
teria. After reviewing the references in Each of the selected articles was ana-
the selected articles, we decided to add 4 lysed based on the following questions:
more works to the study as they fulfilled
these criteria. Finally, in the systematic 1. What are the origin, duration, and method-
review we analysed 31 articles describing ological characteristics of the studies?
the application of IBL in social science
and health science courses. 2. What IBL mode do they use?
Graph 3. Systematic Search Procedure.
year 78, n. 277, September-December 2020, 519-537
revista española de pedagogía
Source: Own elaboration.
524 EVInquiry-based learning in the university context: A systematic review
3. What type of objectives are set and evaluating students’ progress, starting
what are the effects on the students? with a conventional methodology and
gradually introducing the IBL method-
4. What are the limitations of the studies ology (Zafra-Gómez, Román-Martínez,
analysed? & Gómez-Miranda, 2015). Kienzler and
Fontanesi (2017) propose a step-by-step
study in which: 1) small groups of students
3. Results and discussion were created who formulated a well-struc-
3.1. Duration, origin, and methodologi- tured research challenge relating to KTE
cal characteristics of the studies (Knowledge, Translation and Exchange)
Of the studies analysed, 16% were with the aim of breaching the “knowledge
carried out over one semester, 22% over to action” barrier; 2) the students present-
an academic year, 25% in a few sessions ed their challenges to the working groups
or months, 12% over several years, and for critical discussion; 3) they chose the
25% did not state the duration of the in- challenges to continue to investigate; 4)
tervention. Regarding the country where the challenges were discussed in a work-
the studies were performed, 29% were car- shop; 5) the learning process was evaluat-
ried out in England, 19% in the USA, 12% ed using a feedback form halfway through
in Australia, 9% in Spain, another 9% in the course and at the end of it.
year 78, n. 277, September-December 2020, 519-537
Turkey, and the remaining 22% in China,
Thailand, Canada, Iran, New Zealand, In- b) Qualitative studies. Of these, 50%
donesia, and Saudi Arabia, with only one were descriptive, 22% were single-case
study from each of these countries. Re- studies, 14% ethnographic, and 14% were
garding the main methodological charac- interpretative. The main characteristic of
teristics of the studies, 36% used a quan- the qualitative studies was the time dedi-
titative methodology, 48% were qualitative cated to the teaching programme or pro-
revista española de pedagogía
studies, and 16% used a mixed methodol- cess (Barbera, García, & Fuertes-Alpiste
ogy (Table 1). 2017; Ghahremani-Ghajar, Mohammadi
Doostdar, & Sadegh Mirhosseini, 2012;
a) Quantitative studies. Of these, 84% Levy & Petrulis, 2012; Tatar, 2015). For
are experimental, 8% quasi-experimen- example, the aim of the study by Justice
tal, and 8% descriptive. The quantitative et al. (2009) was to investigate the use
studies are generally: 1) experimental, of IBL at McMaster University (Cana-
with a control group and an experimen- da) since 1979; the informants were the
tal group, using pretest-posttest analy- teaching staff, administrative staff, and
sis with standardised questionnaires in a instructors who were interviewed to es-
limited experimentation time (Irwanto, tablish first-hand the experience of adapt-
Saputro, & Prodjosantoso, 2018; Konok- ing IBL. Barbera et al. (2017) and Levy
man & Yelken, 2016; Piyayodilokchai, et al. (2009) carried out single-case stud-
Panjaburee, Laosinchai, Ketpichainarong, ies, focussed on the information obtained
& Ruenwongsa, 2013); 2) longitudinal, from key respondents through interviews.
525 EVrevista española de pedagogía
year 78, n. 277, September-December 2020, 519-537
526 EV
Table 1. Methodological characteristics, country, and duration of the studies analysed.
Authors IBL mode Research Methodology Participants University/Country Duration
1 Aditomo et al. Research-Based Experimental Quantitative 224 Teachers from Various Disci- Sandstone, Unitech, and Not Specified
(2013) plines (62% from Soc. Sci.) Gumtree, Australia
2 Akgul (2006)* Research-Oriented Descriptive Qualitative 35 Primary Education Degree Medipol, Turkey Spring 2001
Students
3 Azer et al. (2013) Research-Tutored Experimental Quantitative 981 Students Faculty of Medicine King Saud, Saudi Arabia Not Specified
4 Barbera et al. (2017) Research-Led Single Case Qualitative 2 Volunteer Students, 1 Teacher Oberta de Catalunya, Spain 1 Academic Year
Online Tourism Degree
5 Bolton et al. (2009) Research-Based Experimental; Mixed 90 Students (Business Admin.; Fami- Florida, USA 4 months
Descriptive ly, Youth, & Community Sciences)
6 Brown (2010)* Research-Oriented Experimental Quantitative 217 Students Medical Chemistry East Tennessee State, USA Autumn 2007
Course
7 Bugarci et al. (2012) Research-Oriented Experimental Quantitative 120 Students Biomedical Sciences Queensland, Australia One Semester
8 Deignam (2009) Research-Oriented Single Case; Mixed 16 Tutors, 9 Students from 8 Higher Manchester, England Not Specified
Experimental Education Centres
9 Ghahremani-Ghajar Research-Oriented Ethnographic Qualitative 120 Third-Semester Medicine University of Tehran, Iran 2002-2006
et al. (2012) Students
10 Gros and López Research-Led Exploratory Quantitative 6 Lecturers from Different Faculties Oberta de Catalunya and Not Specified
(2016)* Barcelona, Spain
11 Healey et al. (2010)* Research-Based Single Case; Mixed 200 Students Gloucestershire, England Not Specified
Experimental
12 Horne et al. (2007) Research-Led Descriptive Qualitative 15 Nursing Educators / 121 Students Manchester, England 15 Weeks
13 Hosein and Rao Research-Oriented Interpretative Qualitative 16 Students Education Faculty Liverpool Hope, England 1 Academic Year
(2017)
14 Irwanto et al. (2018) Research-Tutored Quasi-Experi- Quantitative 48 2nd-Year Students Muhammadiyah Ponorogo, One Semester
mental Indonesia
15 Ji and Bo (2017) Research-Oriented Experimental Quantitative 53 Students Hubei University, China One Semester
Lidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
16 Justice et al. (2009) Research-Led/ Descriptive Qualitative Soc. Sci., Health Sci., and Humani- McMaster, Canada Since 1979
Based ties Students17 Kienzler and Fonta- Not Specified Experimental Quantitative 22 3rd-Year Degree Students Washington, USA 10 Weeks
nesi (2017)
18 Kirwan and Adams Research-Led Descriptive Qualitative 8 Mentors for Nursing Students Anglia Ruskin, England Not Specified
(2009)
19 Konokman and Research-Led Quasi-Experimen- Mixed 50 Future Early-Years Teachers Mersin University, Turkey 2013–2014 Aca-
Yelken (2016) tal and Descriptive demic Year
20 Levy et al. (2009) Research-Based Single Case Qualitative 12 Members of Academic Staff, Sheffield, England 2006–2007 Aca-
Faculty of Arts and Soc. Sci. demic Year
21 Levy and Petrulis Research-Tutored Descriptive Qualitative 1st-Year Students Arts, Humanities, Sheffield, England Three or Four
(2012) Soc. Science Full Years
22 Luke (2006) Research-Based Descriptive Qualitative 17 Students, 1 Research Assistant, 1 Ball State, USA Fourth Semester
Research Professor
23 Magnussen et al. Research-Tutored Experimental Quantitative 257 Nursing Students Hawaii, USA 1991–1995
(2000)
24 McLean and Baker Research-Led Descriptive Qualitative History Students Various Universities, January–June
(2004) England 2002
25 Morris and Turnbull Research-Tutored Ethnographic Qualitative 240 Nursing Students Anglia Polytechnic Uni., 4 Months
(2004) England
26 Oliver (2008) Research-Oriented Experimental Quantitative 263 Students Edith Cowan, Australia 12 Weeks
27 Ortlieb and Lu Research-Led/ Interpretative Qualitative Education Students Texas, USA Not Specified
(2011) Based
28 Piyayodilokchai et Research-Based Experimental Quantitative 95 Students Mahidol, Thailand 2 Sessions; 3
al. (2013) Hours Each
29 Spronken-Smith and Not Specified Single Case and Mixed 3 Students Otago, New Zealand Not Specified
Walker (2010) Checklist
30 Tatar (2015) Research-Led Single Case Qualitative 41 Primary Teaching Students Cumhuriyet, Turkey 2007–2008
Inquiry-based learning in the university context: A systematic review
31 Zafra-Gómez et al. Research-Tutored Experimental Quantitative Business Admin. and Management Granada, Spain 2009–2010
(2015) Students
* Works found through the reference lists of the studies included in the review.
Source: Own elaboration.
year 78, n. 277, September-December 2020, 519-537
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527 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
Hosein and Rao (2017), Levy and Petru- students feedback on the progress they
lis (2012), McLean and Barker (2004), and make.
Ortlieb and Lu (2011) carried out descrip-
tive and interpretative studies in which After identifying the modes in each of
they analysed reflective essays and inter- the studies analysed, the question arose
views using the ATLAS.ti program. of whether they all conceptualised the
IBL methodology in the same way. Many
c) Mixed methodologies. Of these, 20% authors regard the IBL methodology as a
combine an experimental and interpreta- constructivist teaching method that con-
tive method; 40% a single-case study and nects students with learning, enabling
an experimental study; 20% a quasi-ex- them to explore research and knowledge
perimental study and an interpretative creation from different perspectives (Hea-
study; and 20% a single-case study and a ley, Jordan, Pell, & Short, 2010; Levy &
checklist to extract quantitative data. In Petrulis, 2012; Spronken-Smith & Walker,
the study by Spronken-Smith and Walk- 2010; Zafra-Gómez et al., 2015).
er (2010), three lecturers who used the
IBL methodology were given a checklist Although the terms used to describe
about the focus of the inquiry, they were the four IBL modes vary, they do all de-
observed during class sessions, and they scribe the students’ participation in an
year 78, n. 277, September-December 2020, 519-537
were interviewed about the processes and inductive way in which they are encour-
the results obtained. aged to take responsibility for their own
learning and knowledge exchange when
3.2. IBL Mode working in groups. Some authors iden-
The studies display the four IBL modes tify the IBL methodology with the prob-
described by Griffiths (2004) and Healey lem-based learning methodology without
(2005) (see Table 1). Of the studies an- distinguishing between them; both are re-
revista española de pedagogía
alysed, 29% used the research-led mode, garded as part of a common philosophical
emphasising the elaboration of a knowl- approach to achieving inductive learning
edge-construction process dominated by (Azer, Hasanato, Al-Nassar, Somily, & Al-
the interests of the institution; 26% of Saadi, 2013; Deignan, 2009; Horne et al.,
the studies used the research-oriented 2007; Kirwan & Adams, 2009; Morris &
mode, centring the students’ learning Turnbull, 2004).
process on research and on how knowl-
edge is created; 26% of the studies used According to Ghahremani-Ghajar et
the research-based mode, as the teaching al. (2012), IBL starts from a broad teach-
process focussed on the active role of the ing–learning focus as it derives from a
student in this process, minimising the variety of interpretations and practices
role of lecturers; and 19% were based on rooted in problem-based learning (PBL)
the research-tutored mode, as the teach- that were originally proposed in medi-
ing process focusses on small discussion cal education. Aditomo et al. (2013) note
groups guided by the lecturers who offer that IBL is based on pedagogical focuses
528 EVInquiry-based learning in the university context: A systematic review
aimed at achieving learning based on in- ing process; and b) it offers multiple ben-
quiry; in this case, it is applied through efits in the training of future education
problem-based learning strategies, pro- and health professionals (Hosein & Rao,
ject-based learning, and case-based learn- 2017; Ji & Bo, 2017; Magnussen, Ishida,
ing. Although there are differences with & Itano, 2000; Oliver, 2008).
how IBL is conceptualised, including
whether or not it is combined with oth- 3.3. Student objectives and effects on
er pedagogical focuses, all of the authors students of using IBL
identify their methodology as an opportu- In the studies analysed, five objectives
nity to achieve inductive learning, as: a) it in the implementation of IBL were identi-
enables responsibility-taking in learning fied, as well as the effects this methodol-
and in actively contributing to the teach- ogy had on university students (Table 2).
Table 2. Effects on students of using IBL.
Academic
Increase in Search Self-Con- Self- Critical
Authors and Year Perfor- Motivation
Knowledge Skills fidence Learning Thinking
mance
1 Aditomo et al. (2013) Yes Yes - - Yes Yes Yes
year 78, n. 277, September-December 2020, 519-537
2 Akgul (2006) Yes Yes - - Yes - -
3 Azer et al. (2013) Yes Yes Yes Yes Yes Yes -
4 Barbera et al. (2017) Yes - - - Yes Yes -
5 Bolton et al. (2009) Yes - - - Yes Yes Yes
6 Brown (2010) Yes Yes - Yes - - Yes
7 Bugarci et al. (2012) Yes Yes - - Yes - -
8 Deignam (2009) Yes Yes Yes - Yes Yes -
revista española de pedagogía
9 Ghahremani-Ghajar et Yes - - - Yes - Yes
al. (2012)
10 Gros and López (2016) Yes - - - Yes - -
11 Healey et al. (2010)* Yes Yes - - Yes Yes -
12 Horne et al. (2007) Yes Yes - Yes - Yes Yes
13 Hosein and Rao (2017) Yes Yes - Yes Yes Yes -
14 Irwanto et al. (2018) Yes Yes Yes - Yes - Yes
15 Ji and Bo (2017) Yes Yes - - Yes Yes -
16 Justice et al. (2009) Yes - Yes - Yes Yes -
17 Kienzler and Fontanesi Yes Yes - Yes Yes Yes Yes
(2017)
18 Kirwan and Adams Yes - - Yes Yes Yes -
(2009)
19 Konokman and Yelken Yes Yes Yes - Yes Yes -
(2016)
20 Levy et al. (2009) Yes Yes - - Yes Yes -
529 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
21 Levy and Petrulis Yes - Yes Yes Yes Yes Yes
(2012)
22 Luke (2006) Yes - Yes - Yes - -
23 Magnussen et al. (2000) Yes - - - - Yes Yes
24 McLean and Baker Yes - - - Yes Yes Yes
(2004)
25 Morris and Turnbull Yes - - Yes Yes Yes -
(2004)
26 Oliver (2008) Yes Yes - Yes Yes Yes -
27 Ortlieb and Lu (2011) Yes Yes - Yes Yes Yes Yes
28 Piyayodilokchai et al. Yes Yes Yes - Yes Yes -
(2013)
29 Spronken-Smith and Yes Yes - - Yes Yes -
Walker (2010)
30 Tatar (2015) Yes Yes - - Yes Yes -
31 Zafra-Gómez et al. Yes - Yes Yes Yes Yes Yes
(2015)
Source: Own elaboration.
Objective 1. Examining the effect of us- in their academic performance (Azer et al.,
ing the IBL methodology in the teaching- 2013; Konokman & Yelken, 2016; Justice
year 78, n. 277, September-December 2020, 519-537
learning process. Of the studies, 33% set et al., 2009). The results of the study by
out to evaluate what the main effects of Levy et al. (2009) show the great potential
implementing the IBL methodology were. of the IBL methodology, as it offers oppor-
For example, analysing students’ misgiv- tunities for reflection and discussion that
ings about the implementation of IBL foster a high degree of empowerment; to
for preparing digital stories, or the use of do this, teaching staff need to have access
alternative measures taking Pierce’s tri- to a wide range of IBL experiences, some
revista española de pedagogía
adic model of inference as a starting point structured and others led by the students.
(Konokman & Yelken, 2016; Ortlieb & Lu,
2011); observing how students accept in- The students identified the need to take
formation about the current economic and the social aspect of IBL into account, as
financial situation after working on the they learnt from the efforts of their class-
topic (Zafra-Gómez et al., 2015); examin- mates as well as their own efforts. Although
ing possible departmental resistance to they were aware of a possible increase in
the implementation of IBL and the ben- anxiety and stress in the learning process,
efits it provides for graduates (Justice et they viewed it positively owing to the bene-
al., 2009). The studies showed: 1) positive fits for their learning (Deignan, 2009; Ji &
effects in the adoption of the IBL method- Bo, 2017; Luke, 2006). Healey et al. (2010)
ology, so long as the process is appropri- observed that IBL fosters students’ interest
ately structured; 2) a significant increase in curriculum content and increases their
in students’ knowledge and skills in the motivation as they believe that pursuing
short and long term; 3) an improvement postgraduate study is practical.
530 EVInquiry-based learning in the university context: A systematic review
Objective 2. Evaluating the develop- inquiry-based literature, inquiry-based
ment of research competences in students. discussion, applied research, simulated ap-
Of these studies, 11% set out to examine plied research, implementing practice, and
students’ own awareness of the develop- role playing. After implementing IBL, a
ment of their research competences when wide range of educational objectives were
writing reflective essays (Hosein & Rao, achieved that involved cognitive, metacog-
2017), and to evaluate how the inquiry nitive, affective, social, and epistemologi-
based teaching process is understood and cal aspects.
experienced, relating it to the students’
epistemological construction (Levy & Objective 4. Exploring the development
Petrulis, 2012). These studies showed a of critical thinking. Of these studies, 19%
growing enthusiasm among students for set out to explore what the students’ crit-
research learning, as they see the poten- ical perspectives were when a research
tial of a student-centred methodology for challenge was posed in language learn-
their future training (Hosein & Rao, 2017; ing (Ghahremani-Ghajar et al., 2012), or
Levy & Petrulis, 2012). Akgul (2006) ob- to examine changes in students’ critical
served that students regarded science as thinking after implementing IBL, com-
a process of finding more truths or facts, paring their opinion at the start of their
and that their levels of learning depended course with their opinion at the end of it
year 78, n. 277, September-December 2020, 519-537
on their involvement and commitment. (Magnussen et al., 2000; Tatar, 2015). It
was apparent that if the IBL methodolo-
Objective 3. Promoting learning tasks gy was well structured and implemented
or results by implementing IBL. Of these in small groups, it provided benefits for
studies, 22% use IBL as a way of intro- university students, and a significant
ducing values related to volunteering in impact on critical thinking and problem-
a non-profit organisation (Bolton, Bren- solving skills was also noted (Irwanto et al.,
revista española de pedagogía
nan, & Terry, 2009), or of investigating 2018; Ghahremani-Ghajar et al., 2012; Ta-
students’ achievement when a cyclical tar, 2015; Gros & López, 2016). Bugarcic,
learning model is assumed that is comple- Zimbardi, Macaranas, and Thorn (2012)
mented by multimedia resources (Piyay- observed that using IBL promotes mean-
odilokchai et al., 2013). We observed that ingful learning and encourages students
this methodology is effective for inverting to approach ideas and critically evaluate
the role of the student as a mere passive what they encounter in a “real” research
receptor; students were able to learn how setting, while at the same time obtaining
learning is managed, they accepted chal- a high level of detailed knowledge of the
lenges, and their self-confidence increased content.
(Bolton et al., 2009; Kienzler & Fontanesi,
2017). Aditomo et al. (2013) identify eight Objective 5. Promoting personal skills
research tasks for achieving satisfacto- and competences for self-learning. Of the
ry learning outcomes after applying IBL: studies, 15% had the aim of examining
academic research, simplified research, whether using IBL has an impact on mo-
531 EVLidia E. SANTANA-VEGA, Arminda SUÁREZ-PERDOMO and Luis FELICIANO-GARCÍA
tivation, self-confidence, self-learning, students; although a snapshot of the stu-
scientific attitudes, and engagement in dents’ experience and of facilitator per-
participation (Ji & Bo, 2017; Oliver, 2008; spectives in a given context was obtained,
Brown, 2016), or examining students’ the application of IBL with other samples
capacity for autonomy in their learning, should be explored to consider generalising
positively and/or negatively, and their re- the results (Horne et al., 2007; Spronken-
actions and interpretations in the face of Smith & Walker, 2010).
cyclical research (Luke, 2006). The stu-
dents reported that the IBL methodolo- 2) In some studies, the limitations de-
gy stimulated their desire for knowledge, rive from the university structures, as
stimulated their enthusiasm for self-learn- there can be resistance in departments as
ing, and strengthened their self-efficacy they do not see obvious benefits in the im-
and motivation. plementation of IBL or they believe that it
might alter existing power structures and
In general, studies identify: a) in- how resources are assigned (Justice, Rice,
creased student motivation, b) improved Roy, Hudspith, & Jenkins, 2009).
understanding of subjects and of their
relevance to society, c) increased collab- 3) Other limitations derive from the
oration between students when working research method used; using a qualitative
year 78, n. 277, September-December 2020, 519-537
together to achieve a common goal, d) an method risks biasing students’ responses
increase in joint responsibility in carrying towards an excessively optimistic focus on
out tasks, e) improved interpersonal skills IBL if the interviews are carried out by the
and skills in performing work roles (Brud- principal researcher (Luke, 2006). The use
er & Prescott, 2013; Frezell, 2018). One of focus groups can influence results as
hundred per cent of the studies showed students who enjoyed the class or interact-
that using IBL fostered increased knowl- ed with the teacher-researcher sometimes
revista española de pedagogía
edge by students; 61% demonstrated a de- talk more (Luke, 2006; Morris & Turnbull,
velopment of research skills; 29% showed 2004). Regarding the quantitative method-
an increase in academic performance; 36% ology, standardised measurement instru-
an increase in students’ self-confidence; ments can bypass the experiences and
90% an increase in students’ self-learning; emotions generated in the process by only
70% enhanced motivation for learning; offering students closed answers (Magnus-
and 40% an increase in critical thinking. sen et al., 2000).
3.4. Some limitations of the studies
This section sets out some limitations 4. Conclusions
of the studies: This systematic review identified 31
articles on IBL experiences in social sci-
1) The research in the articles was car- ence and health science courses. These
ried out on the basis of a particular IBL experiences were not limited to a single
model and with very specific groups of country and they approached the appli-
532 EVInquiry-based learning in the university context: A systematic review
cation of IBL from different research sonal research skills, joint responsibility
perspectives (quantitative, qualitative, in completing tasks, and the capacity for
and mixed). The objectives identified in reflection in learning situations (Bruder &
the studies not only focus on establish- Prescott, 2013; Frezell, 2018; Hmelo-Sil-
ing the possibility of implementing IBL ver et al., 2007).
in the classroom but also on understand-
ing what the main effects are on the In essence, IBL provides a learning
teaching process, what research compe- process that: a) fosters the development
tences the students acquire, how learn- of research competences in a student co-
ing results are promoted, how critical hort that accepts the challenge of their
thinking is developed, and how personal self-learning; b) provides a space for
skills and competences are fostered. To knowledge creation stimulated by inquiry;
discover whether this methodology can and c) fosters students’ interest in and
be beneficial for the teaching–learning commitment to their learning process and
process and the development of students’ doing work of high academic quality.
research competences, the authors ap-
plied different IBL modes and deter- This study’s main limitations are that
mined their strengths and weaknesses. it restricted its search to: 1) articles on IBL
As strengths, the authors identified: ex- written in English, 2) articles that applied
year 78, n. 277, September-December 2020, 519-537
ploring knowledge in greater depth, pro- this methodology to qualifications from
moting cooperative learning, students’ the social sciences and health sciences in
commitment in their self-learning, and a university setting. In future research, it
increased critical thinking. Among the will be necessary to expand the search cri-
weaknesses, the following were noted: teria to include works written in Spanish
the inability to cover the students’ learn- and works that cover other fields of knowl-
ing expectations and university hierar- edge and educational stages. Nonetheless,
revista española de pedagogía
chies’ misgivings about IBL. this study provides valuable information
for identifying possibilities for implement-
IBL favours meaningful learning by ing IBL in qualifications that educate fu-
university students by involving them in a ture professionals in the fields of the social
process of doing research and it strength- sciences and health sciences.
ens the inquiry-teaching bond so long as
the process allows agents to express their
experiences and emotions. To carry out References
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doi: https://doi.org/10.1002/tea.20347 Authors’ biographies
Morris, D., & Turnbull, P. (2004). Using student
Lidia E. Santana-Vega has a doc-
nurses as teachers in inquiry-based learn-
ing. Journal of Advanced Nursing, 45 (2), torate in Philosophy and Educational
136-144. doi: https://doi.org/10.1046/j.1365- Science and a degree in Psychology. She
2648.2003.02875.x holds a university chair in the Depart-
Oliver, R. (2008). Engaging first year students ment of Teaching and Educational Re-
using a web-supported inquiry-based learning
search at the Universidad de La Laguna.
setting. Higher Education, 55 (3), 285-301. doi:
https://doi.org/10.1007/s10734-007-9055-7 She is coordinator of the GIOES con-
Ortlieb, E., & Lu, L. (2011). Improving teacher solidated research group. Her research
education through inquiry-based learning. interests focus on attention/support for
536 EVInquiry-based learning in the university context: A systematic review
students, the life design of young people the academic performance of university
at risk of social exclusion, and decision students.
making and gender.
https://orcid.org/0000-0002-6755-5284
http://orcid.org/0000-0002-2543-6543
Luis Feliciano-García has a doctor-
Arminda Suárez-Perdomo has a ate in Philosophy and Educational Sci-
doctorate in Educational Psychology ences, and is Associate Professor in the
and is Assistant Professor in the Depart- Department of Teaching and Educational
ment of the Family, School, and Society Research at the Universidad de La Lagu-
at the Universidad Internacional de la na. He is a member of the GIOES research
Rioja (UNIR). Her research focusses on group. His research focusses on active
fostering positive parenting in virtual methodologies and academic-employment
experiential learning situations and on decision making.
parents’ digital competence, as well as
on the influence of procrastination on http://orcid.org/0000-0002-2909-4990
year 78, n. 277, September-December 2020, 519-537
revista española de pedagogía
537 EVrevista española de pedagogía
año 78, n.º 277, septiembre-diciembre 2020
Spanish Journal of Pedagogy
year 78, n. 277, September-December 2020
Table of Contents
Sumario
Mastering time and Rosa Ana Alonso Ruiz, Magdalena Sáenz de Jubera
personal and social Ocón, & Eva Sanz Arazuri
development Shared time between grandparents and
Dominio del tiempo y desarrollo grandchildren: A time for personal development
personal y social Tiempos compartidos entre abuelos y nietos, tiempos de
desarrollo personal 415
Guest editors: Ana Ponce de León Elizondo, & M.ª
Ángeles Valdemoros San Emeterio Nuria Codina, Rafael Valenzuela, & José Vicente
Editoras invitadas: Ana Ponce de León Elizondo y M.ª Ángeles Pestana
Valdemoros San Emeterio From the perception to the uses of time: Time
perspective and procrastination among adults in Spain
Ana Ponce de León Elizondo, & M.ª Ángeles De la percepción a los usos del tiempo: perspectiva temporal y
Valdemoros San Emeterio procrastinación de adultos en España 435
Introduction: Mastering time and personal and social
development José Manuel Muñoz-Rodríguez, Patricia Torrijos Fincias,
Presentación: Dominio del tiempo y desarrollo personal y social 373 Sara Serrate González, & Alicia Murciano Hueso
Digital environments, connectivity and education:
Antonio Bernal Guerrero, M.ª Ángeles Valdemoros San Time perception and management in the construction
Emeterio, & Alfredo Jiménez Eguizábal of young people’s digital identity
Time, power, and education. Rethinking the Entornos digitales, conectividad y educación. Percepción y
construction of personal identity and educational gestión del tiempo en la construcción de la identidad digital de
policy decisions la juventud 457
Tiempo, poder y educación. Repensando la construcción de la
Ángel De-Juanas Oliva, Francisco Javier García-
identidad personal y las decisiones de la política educativa 377
Castilla, & Ana Ponce de León Elizondo
José Antonio Caride The time of young people in social difficulties: Use,
To educate and educate ourselves in time, pedagogically management, and socio-educational actions
and socially El tiempo de los jóvenes en dificultad social: utilización,
Educar y educarnos a tiempo, pedagógica y socialmente 395 gestión y acciones socioeducativas 477You can also read
