Inquiry-Based Learning in Engineering Education: A Norwegian Approach

Abstract

Inquiry of research-based learning in the form of groupwork can easily end up being less than expected. It is because groupwork assessment is dealing with process and can be far trickier than assessing a team’s work dealing with product. This study aims to identify an assessment approach for effective inquiry-based learning in engineering education. For this purpose, four different perspectives were presented and discussed in combination with key constraints to implementing research-based learning. The perspectives include student reflection, collegial reflection, personal reflection, and literature. It was suggested that a combined method of continuous and qualitative assessment might be the most plausible.