Inquiry-based learning: facilitators’ perceptions of their effectiveness in the tutorial process

Abstract 

This preliminary study evaluates the effectiveness of facilitators in the inquiry-based learning tutorial process and identifies areas for staff development. Self-report checklists measure the key dimensions and role of the facilitator in four tutorial process steps: Exploration, Review, Consolidation and Plenary. The population study comprised 43 potential respondent facilitators in the pre-registration nursing programme. The response rate was 55% (N=23). Descriptive and non-parametric measures were used to analyse the data. Findings indicated that the overall majority of facilitators perceive the effectiveness of their role to be satisfactory. Differences in the results were found when compared by length of experience.

Keywords:  Inquiry-based learning, Facilitator, Tutorial process, Students