About this paper

Appears in:
Page: 3958 (abstract only)
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

INQUIRY= LEARNING: A MODEL FOR INQUIRY-GUIDED LEARNING

H. Gorur-Atabas

Sabanci University (TURKEY)
Coming to “a fork in the road” is very often a daunting experience for many foreign language learners. Yet, it can also be an inspirational one.

The goal of my Inquiry Guided Learning Project has been to train Freshman students, enrolled in the Freshman English course (an academic literacies course) of an English medium university, in how to decide on “the right turn” when it comes to coping with decisions regarding what they learn and how they learn it.

My project was devised in line with:
- the Freshman English course objectives of the institution,
- an adapted version of the can-do statements of the European framework,
- and learners’ individually set objectives.

This framework was then applied over a 15-week-course through:
- a series of self- made materials which provided the basis of the input sessions to learners,
- a series of weekly set independent study activities and tasks which had to be electronically recorded either individually and/or in groups by students themselves,
- regular group and individual feedback that was provided either electronically and/or face to face,
- interviews conducted with a randomly selected group of learners every four weeks, with a view to obtain learners’ ideas and input regarding the process and development of their learning.

This project has not only fostered a measurable improvement in my learners’ overall academic skills but has through:
-the collaborative process that my learners and I underwent,
-a mixture of blended learning, coaching, and inquiry-guided learning strategies,
-the learning and teaching outcomes that were shared,
-the data gathered and interpreted,
-the changing perspectives, throughout this course, regarding learning and teaching,
proven to be an invaluable experience for all parties involved.

As Education presents us with a diverse world of challenges we need to look at diversity as a positive force for all (learners, teachers, and researchers) and not be afraid to meet these challenges which will provide fresh perspectives for the future of learning and teaching.
@InProceedings{GORURATABAS2012INQ,
author = {Gorur-Atabas, H.},
title = {INQUIRY= LEARNING: A MODEL FOR INQUIRY-GUIDED LEARNING},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {3958}}
TY - CONF
AU - H. Gorur-Atabas
TI - INQUIRY= LEARNING: A MODEL FOR INQUIRY-GUIDED LEARNING
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 3958
EP - 3958
ER -
H. Gorur-Atabas (2012) INQUIRY= LEARNING: A MODEL FOR INQUIRY-GUIDED LEARNING, EDULEARN12 Proceedings, p. 3958.
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