Reconfiguring Affective, Conative and Cognitive Outcomes in IBL: A Multi-Disciplinary Case Study

Abstract

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

Citation

Dickinson, M. and Dickinson, D. (2015), "Reconfiguring Affective, Conative and Cognitive Outcomes in IBL: A Multi-Disciplinary Case Study", Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 297-320. https://doi.org/10.1108/S2055-364120150000003032