HET101 Teaching and Learning in HE

Assignment 1 critical reading

Name of author(s): Gareth J. F. Jones ........................................................... Date of publication: 22 January 2009 ............................................................ Title of article: An inquiry-based learning approach to teaching information retrieval....................................................................................................... Title of Journal: Information Retrieval ........................................................... Volume: 12 ..................Number ......................Page numbers: 148 - 161 ....... 1. What question(s) is(are) asked at the beginning? What problem is being addressed? The idea of enquiry-based learning is presented as an effective method of teaching information retrieval. The importance of studying information retrieval considering the growth of online information is emphasised. The interdisciplinary and transferrable elements of teaching information retrieval are also addressed. 2. What is the main argument? Enquiry-based learning can be used as a more effective method of teaching students information retrieval (IR) than a traditional formal lecture-type instruction method. The author suggests that IR lends itself to this teaching approach. That students can be introduced to the general principles and then should be encouraged to develop their understanding by solving structured or open problems. 3. What evidence is used to support the argument? The authors experience of teaching undergraduates of computing courses, specifically 5 years of teaching a module entitled Information Access at the University of Exeter. Jones says the module proved consistently popular as an option choice and feedback from students indicated that many of them found IR engaging and interesting. Jones also discusses different methods of learning and teaching and how these effect whether surface or deep learning occurs. He indicates that enquiry-based learning encourages deep learning, the type of learning strived for in HE.

Rosie Sellwood

4. What methods of research have been used? A qualitative study of the authors experience in combination with some theoretical perspectives on education and teaching IR are the methods of research that have been used. 5. How can the author(s) underlying theoretical orientation be characterised? The underlying theoretical orientation of the author can be characterised as moving away from the passive, surface learning experience akin to a more behavioural perspective and towards a more holistic, deep-learning approach. The approaches he displays are typically cognitive, in terms of the teacher providing an introduction to the principles of IR and facilitating further exploration. Also giving consideration to how to embed it within the course and ensuring it is relevant. Jones also talks about IR as an ideal subject for exploring creative teaching. Jones also indicates a constructivist approach by giving a great deal of thought to how to the students learn, being aware that students have different backgrounds and learning requirements. He also recognises the importance of having an incentive to learn through assessment, but also through the appreciation that they are developing transferrable skills. An understanding and use of the principles of constructive alignment are also apparent in this article, through the consideration and inclusion of the learning outcomes, the learning activities, and the assessment approaches and how these interlink. 6. What strengths / weaknesses can be identified in: (a) The argument? The argument that IR can be taught effectively using an enquiry-based approach can be perceived as strong as it is based on the authors experience of using this approach. To further validate this method Jones explains that IR is a live subject which is evolving all the time. Moreover when there is no right or wrong answer, developing strategies based on underlying principles and experience further justifies the argument. However the argument is not backed up by evidence of feedback or the results of assessment.
Rosie Sellwood

(b) The author(s) use of evidence? The author does discuss different teaching and learning methods and compares them, relating them to the teaching of IR specifically. Jones says that the method of the classical lecture can encourage a surface approach to learning which should be avoided as surface learning discourages the very intellectual skills of thinking, integration and imagination that higher education claims to foster. This evidence is based on secondary sources of theory and primary experience. However there is no detailed evidence provided about his specific experiences in the form of qualitative data from feedback or quantitative data of assessment results which would have made a stronger argument. (c) The research methods used? The research methods used were primarily qualitative in nature and demonstrated research of theories and the reflection of the authors own experience. The article would have produced a more rounded argument by providing a balance between different research methods (d) The underlying theoretical perspective? The strengths of Jones underlying theoretical perspective are that they refer to the need of university students to move away from passive learning and towards more engaging, imaginative and creative learning. This acknowledges the need for a change in teaching and learning at university level. However, although Jones recognises that this approach may produce problems for students who are unwilling to change their learning habits he does not provide suggestions for attempting to make this conversion. 7. Any other comments (e.g. what use has the article been for me). I was already interested in enquiry-based learning prior to reading this article as a result of other reading I have carried out. I agree with many of the points Jones had made through the article including:
Rosie Sellwood

IR is constantly changing and permanently relevant Enquiry-based learning can engage students in the process of IR in a way which can develop transferrable skills IR must be integrated into the course

Enquiry-based learning can encourage deep learning Deep learning is important to strive for in higher education IR has no right or wrong answers which is demonstrated through enquiry-based learning

It is a method of teaching I would like to incorporate into my current sessions with students, and I will continue to research this further especially for practical examples of how to approach this.

Rosie Sellwood