1. HET101 Teaching and Learning in HE
Assignment 1 – critical reading
Name of author(s): Gareth J. F. Jones ...........................................................
Date of publication: 22 January 2009 ............................................................
Title of article: An inquiry-based learning approach to teaching information
retrieval.......................................................................................................
Title of Journal: Information Retrieval ...........................................................
Volume: 12 ..................Number ......................Page numbers: 148 - 161 .......
1. What question(s) is(are) asked at the beginning? What problem is being
addressed?
The idea of enquiry-based learning is presented as an effective method of
teaching information retrieval.
The importance of studying information retrieval considering the growth of
online information is emphasised.
The interdisciplinary and transferrable elements of teaching information
retrieval are also addressed.
2. What is the main argument?
Enquiry-based learning can be used as a more effective method of
teaching students information retrieval (IR) than a traditional formal
lecture-type instruction method.
The author suggests that IR lends itself to this teaching approach. That
students can be introduced to the general principles and then should be
“encouraged to develop their understanding by solving structured or open
problems”.
3. What evidence is used to support the argument?
The author’s experience of teaching undergraduates of computing
courses, specifically 5 years of teaching a module entitled Information
Access at the University of Exeter.
Jones says the module “proved consistently popular as an option choice
and feedback from students indicated that many of them found IR
engaging and interesting”.
Jones also discusses different methods of learning and teaching and how
these effect whether surface or deep learning occurs. He indicates that
enquiry-based learning encourages deep learning, the type of learning
strived for in HE.
Rosie Sellwood

2. 4. What methods of research have been used?
A qualitative study of the author’s experience in combination with some
theoretical perspectives on education and teaching IR are the methods of
research that have been used.
5. How can the author(s)’ underlying theoretical orientation be
characterised?
The underlying theoretical orientation of the author can be characterised
as moving away from the passive, surface learning experience akin to a
more behavioural perspective and towards a more holistic, deep-learning
approach.
The approaches he displays are typically cognitive, in terms of the teacher
providing an introduction to the principles of IR and facilitating further
exploration. Also giving consideration to how to embed it within the course
and ensuring it is relevant. Jones also talks about IR as “an ideal subject
for exploring creative teaching”.
Jones also indicates a constructivist approach by giving a great deal of
thought to how to the students learn, being aware that students have
different backgrounds and learning requirements. He also recognises the
importance of having an incentive to learn – through assessment, but also
through the appreciation that they are developing transferrable skills.
An understanding and use of the principles of constructive alignment are
also apparent in this article, through the consideration and inclusion of the
learning outcomes, the learning activities, and the assessment approaches
and how these interlink.
6. What strengths / weaknesses can be identified in:
(a) The argument?
The argument that IR can be taught effectively using an enquiry-based
approach can be perceived as strong as it is based on the author’s
experience of using this approach. To further validate this method
Jones explains that IR is a live subject which is evolving all the time.
Moreover when there is no right or wrong answer, developing
strategies based on underlying principles and experience further
justifies the argument.
However the argument is not backed up by evidence of feedback or
the results of assessment.
Rosie Sellwood

3. (b) The author(s)’ use of evidence?
The author does discuss different teaching and learning methods and
compares them, relating them to the teaching of IR specifically. Jones
says that the method of the classical lecture can encourage a surface
approach to learning which should be avoided as surface learning
“discourages the very intellectual skills of thinking, integration and
imagination that higher education claims to foster”. This evidence is
based on secondary sources of theory and primary experience.
However there is no detailed evidence provided about his specific
experiences in the form of qualitative data from feedback or
quantitative data of assessment results which would have made a
stronger argument.
(c) The research methods used?
The research methods used were primarily qualitative in nature and
demonstrated research of theories and the reflection of the author’s
own experience.
The article would have produced a more rounded argument by
providing a balance between different research methods
(d) The underlying theoretical perspective?
The strengths of Jones’ underlying theoretical perspective are that they
refer to the need of university students to move away from passive
learning and towards more engaging, imaginative and creative
learning. This acknowledges the need for a change in teaching and
learning at university level.
However, although Jones recognises that this approach may produce
problems for students who are unwilling to change their learning habits
he does not provide suggestions for attempting to make this
conversion.
7. Any other comments (e.g. what use has the article been for me).
I was already interested in enquiry-based learning prior to reading this
article as a result of other reading I have carried out. I agree with
many of the points Jones had made through the article including:
• IR is constantly changing and permanently relevant
• Enquiry-based learning can engage students in the process of IR
in a way which can develop transferrable skills
• IR must be integrated into the course
Rosie Sellwood

4. • Enquiry-based learning can encourage deep learning
• Deep learning is important to strive for in higher education
• IR has no right or wrong answers – which is demonstrated
through enquiry-based learning
It is a method of teaching I would like to incorporate into my current
sessions with students, and I will continue to research this further
especially for practical examples of how to approach this.
Rosie Sellwood