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 What is OILEs?

 1.Conditions

 2.Inquiry Module

 3.Support Systems

 4. Community of
 Inquiry

Abstract and Research Questions

As information technology penetrates schools, increasing needs for teacher development have occurred. In response to these needs and the rapid development of telecommunication technologies such as the Internet, various e-learning opportunities using the web technology are being offered by universities and colleges. Based on the teacher education literature, inquiry-based learning (IBL) is one of the most promising approaches for professional development. Although inquiry-based learning promotes a learner-centered approach, prompt guidance to learners is essential.

Currently, only a small number of instructors are using IBL online and there is little research on IBL on the web. Using multiple case studies, this study suggests a set of guidelines for the design of IBL for online professional development of teachers. They include providing a structured inquiry process, using learning-by-design, guiding learners with appropriate scaffolding, and building a community of inquiry.

Based on the findings, online inquiry-based learning environments (OILEs) are defined as integrated online learning systems that incorporate design activities into a learning environment, provide human facilitators and community supports, and use various technology tools to support learners' inquiry. More detailed design guidelines of OILEs are suggested in this study. The guidelines are expected to benefit teacher educators and designers who attempt to design and implement IBL for online professional development of teachers.

Research Questions

This study assumes that the inquiry teaching strategies and inquiry models developed in the face-to-face classroom situation may not be applicable to online inquiry-based learning without important adjustments. Based on this assumption, the purpose of this study is to develop design guidelines for building inquiry-based learning environments on the web for professional development for teachers, guidelines which can be further tested through additional formative research. That is, by understanding the diversity and dynamic of the inquiry-based learning, and by identifying the strengths and weaknesses of current practices, this study intends to develop tentative design guidelines for online learning environments.

The main research question is "What are the design guidelines for building effective inquiry-based learning environments on the web for teacher professional development?" The following questions are more detailed research questions.

1. What design elements and guidance are currently being used to facilitate inquiry on the web?
2. What are the critical characteristics of the online inquiry based learning environments?
3. What structure and scaffolding would be necessary to facilitate inquiry on the web?
4. What would be appropriate design elements and guidance in terms of facilitating inquiry on the web?