Learn at a Distance

Inquiry – a methodology that relies upon the idea that individuals are able to learn by investigating scenarios and problems, and through social experiences.

Online learning has become a critical component of modern instruction, offering flexibility and accessibility to diverse student populations. However, many online courses remain content-heavy and instructor-driven, relying on lectures, readings, and quizzes rather than fostering deep engagement. Inquiry-based learning (IBL) presents a transformative approach to online education, emphasizing active student exploration, critical thinking, and collaborative knowledge construction.

Drawing from research in cognitive science and online learning environments, inquiry-based methods align well with best practices in higher education by prioritizing problem-solving, authentic inquiry, and student-driven learning (National Research Council, 2000). Implementing IBL in online courses not only enhances engagement but also supports deeper understanding and long-term knowledge retention.

This article explores the principles of inquiry-based learning in online higher education, supported by research-based strategies for designing and facilitating effective inquiry-driven online courses.

Online Learning Should Be Constructive, Not Passive

One of the biggest challenges in online learning is ensuring that students move beyond passively consuming information toward actively constructing knowledge. Cognitive science research emphasizes that learning is most effective when students build upon prior knowledge, engage in active problem-solving, and reflect on their learning processes (National Research Council, 2000).

However, many online courses still rely on static content delivery (pre-recorded lectures, readings, and quizzes), which limits opportunities for deep engagement. Inquiry-based methods counteract this limitation by requiring students to:

• Formulate their own questions related to the subject matter.
• Engage in research, exploration, and critical analysis using online resources.
• Collaborate with peers to co-construct meaning and develop solutions.

For example, in an online graduate education course, rather than asking students to summarize theories of instructional design, an inquiry-driven prompt might pose:

“How do different instructional design models influence student engagement in online learning? Analyze a model you have encountered in your academic or professional experience.”

This approach requires students to actively engage with the material, apply it to real-world contexts, and construct their own understanding rather than simply regurgitate information.

Problem-Solving and Active Inquiry in Online Learning

Deep learning occurs when students grapple with complex problems and engage in authentic inquiry, rather than passively absorbing content. Online learning environments can be designed to support student-driven inquiry through structured, problem-based activities (Richardson et al., 2017).

Effective online IBL:

• Encourages students to ask questions and investigate solutions using academic sources, case studies, or real-world data.
• Leverages discussion forums, wikis, and collaborative tools to support peer-to-peer engagement in problem-solving.
• Uses interactive multimedia (e.g., simulations, data analysis tools) to provide hands-on exploration.

Knowledge Transfer and Retention in Asynchronous Courses

One of the greatest advantages of inquiry-based learning is its impact on knowledge transfer—the ability to apply concepts across different domains. Traditional online courses, which often emphasize fact-based assessments, may lead to inert knowledge that students struggle to use outside of academic settings (National Research Council, 2000).

Inquiry-based online courses, by contrast, ensure that learning is context-driven and applicable to real-world scenarios.

For instance, in an online business ethics course, instead of reading about ethical theories and completing a quiz, students might be given a real-world dilemma and asked to:

1. Analyze the ethical implications using theoretical frameworks.
2. Discuss potential solutions in a collaborative forum.
3. Develop a policy recommendation based on their findings.

This application-based learning leads to stronger retention, deeper understanding, and practical skill development—all essential for higher education outcomes.

Designing Inquiry-Based Online Learning Environments

For IBL to be effective in online higher education, courses must be structured to promote inquiry while maintaining flexibility. The National Research Council (2000) highlights four key principles that translate well into online course design:

Learner-Centered Online Courses

Online courses should acknowledge students’ prior knowledge, experiences, and perspectives, allowing them to construct new knowledge in ways that are personally meaningful.

• Adaptive learning technologies can tailor content based on students’ progress.
• Discussion-based activities can prompt students to reflect on how course topics relate to their personal and professional experiences.
• Example: In an online sociology course, students might explore racial inequality by conducting their own research using public datasets and presenting their findings in a collaborative forum.

Knowledge-Centered Design with Real-World Application

Inquiry-based online learning should emphasize deep conceptual understanding, not just fact recall.

• Case-based learning, simulations, and project-based assessments help students apply knowledge rather than memorize it.
• Instructors should structure scaffolded learning experiences where students progress from exploration to synthesis to application.
• Example: In an online healthcare administration course, students could analyze real patient data to propose solutions for reducing hospital wait times.

Assessment for Inquiry-Driven Learning

Formative assessment is essential for making student thinking visible in online environments.

• Inquiry-based online courses should use a mix of self-reflection activities, peer assessments, and instructor feedback to refine student understanding.
• Assignments should be iterative, allowing students to revise and improve their work based on feedback.
• Example: In an online environmental science course, students might develop an initial research proposal on sustainable energy, receive peer and instructor feedback, and revise their proposal based on evidence-based critiques.

Community-Centered Online Learning

Collaboration and discourse play a central role in effective online inquiry-based learning.

• Online discussions should be structured to promote deep engagement, requiring students to respond thoughtfully and incorporate external research.
• Instructor presence is key—facilitators should guide conversations by posing follow-up questions and synthesizing student contributions (Garrison et al., 2000).
• Example: In an online political science class, students might collaboratively draft a policy proposal in a shared document, debating and refining ideas over time.

The Role of Instructors in Online Inquiry-Based Learning

In an online inquiry-based course, instructors serve as facilitators rather than sole content providers. Their role includes:

• Designing meaningful, real-world problems that encourage students to explore and apply concepts.
• Providing structured guidance and feedback to support student learning without dictating answers.
• Encouraging metacognition by prompting students to reflect on their inquiry process and learning progress (Richardson et al., 2017).

For example, in an online computer science course, an instructor might provide students with a complex coding challenge rather than a step-by-step tutorial. The instructor would:

• Offer incremental guidance through discussion boards.
• Encourage peer collaboration on debugging and problem-solving.
• Provide personalized feedback to help students refine their coding strategies.

Research confirms that inquiry-based learning leads to deeper engagement, better problem-solving skills, and long-term knowledge retention in higher education online courses. By designing learner-centered, knowledge-driven, assessment-informed, and community-oriented online experiences, instructors can create dynamic and meaningful learning environments that prepare students for real-world challenges.

As online education continues to expand, moving beyond passive learning models toward inquiry-driven engagement will be key to developing critical thinkers, problem solvers, and lifelong learners.

Want to integrate inquiry-based learning into your online course? Start by designing a real-world challenge and letting your students take the lead in discovering solutions.

Further reading:

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

National Research Council. (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academies Press. https://doi.org/10.17226/9853

Richardson, J. C., Maeda, Y., Swan, K., & Kuo, Y. C. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001

Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de