In the very near future, I would like to create a unit of inquiry-based learning for my online, English 8 – 12, students.
Before I can begin to design this unit of inquiry, however, I need to answer a fundamental question: “How can I effectively support my online students with inquiry-based learning without the support of other classmates?“ After reading through “Focus on Inquiry: a teacher’s guide to implementing inquiry-based learning,” (Alberta Learning 2004), I realized that many of the phases of inquiry involve or would be enhanced by peer interaction and support. In my current online teaching position, however, students do not work through the courses with any type of cohort. They work independently at their own pace. Without the support of other classmates, can a student experience an authentic inquiry-based learning experience that is just as effective? How so? These are the questions I am going to attempt to answer throughout my own inquiry-based learning experience.
As I work through the planning phase of my inquiry, I feel focused, but uncertain as to whether or not I will find the answers to my questions. I’m really hoping, though, that I will be able to find suitable alternatives for my online students.
