Converting from Lecture-Based Teaching to Enquiry-Based Learning

Enquiry Based Learning (EBL) is being promoted as the preferred way of teaching and learning across the higher education institutes. This book aims to develop a comprehensive EBL template to facilitate converting from traditional didactic teaching to EBL through interviewing experienced staff at schools of Medicine, Dentistry, Nursing, Pharmacy and Education at the University of Manchester. An extensive literature review has been conducted and a structured interview questionnaire was developed. A qualitative approach of one-to-one interviews experienced staffs who are already engaged in developing/coordinating EBL based modules/courses through different faculties at the University of Manchester have been conducted. All data received were subjected to content analysis. A template of three chronological stages; Development, Implementation and Evaluation have been concluded. This template should present an innovative approach to higher education teaching, as it will enable academics to easily and conveniently move to learning based on enquiry and problem.

Al-Hatamleh, Madarati, Wahid, Sandill and Al-Ahdal have been trained and educated to PhD level at different faculties at University of Manchester, where they have collaboratively worked. They enjoy the topic of enquiry based learning. Currently they are teaching at premier universities in Jordan, Saudi Arabia, Egypt, Syria, India and United Kingdom