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IJLT 2023 Vol.9(3): 246-250
doi: 10.18178/ijlt.9.3.246-250

Inquiry-Based Learning in Engineering Education: A Norwegian Approach

Khanh-Quang Tran
Department of Energy and Process Engineering, Norwegian University of Science and Technology, Trondheim, Norway
Email: khanh-quang.tran@ntnu.no

Manuscript received October 25, 2022; revised December 8, 2022; accepted February 22, 2023.

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.
Keywords—assessment, group assignment, group work, inquiry-based learning 

Cite: Khanh-Quang Tran, "Inquiry-Based Learning in Engineering Education: A Norwegian Approach," International Journal of Learning and Teaching, Vol. 9, No. 3, pp. 246-250, September 2023. doi: 10.18178/ijlt.9.3.246-250

Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.