(70.5% felt prepared or very prepared to do this). Those aspects that participants felt
least prepared to engage in were setting their own learning goals (only 31.2% felt
prepared or very prepared to do this) andfinding their own resources to help them
learn (only 48.1% felt either prepared or very prepared to do this). By the end of the
course however between 83.5 and 94.2% of participants felt that they had either
achieved or well achieved these practices.
Participants were also asked to indicate the importance they placed on these key
aspects of inquiry learning both at the beginning of the program and at the end. The
aspect of inquiry thought most important at the beginning of the program was
taking responsibility for my learning where 98% of respondents thought that this
was either important or very important. The aspect of inquiry learning thought least
important at the beginning for the program was learning through problem solving
with 84% of respondents rating this as important or very important. At the end of
the program, these remained the participants’perceptions of the most and least
important aspects of inquiry learning however, the number of participants who
thought taking responsibility for their learning important or very important had
decreased to 96%. The number of respondents who thought learning through
problem solving was important or very important had increased to 86%. Other
aspects of inquiry learning were also reported as very important or important by less
respondents at the end of the program than at the beginning including reflecting on
my learning (reducing by 4% of respondents),finding my own resources to help me
learn (reducing by 3% of respondents), and setting my own learning goals (reducing
by 1% of respondents).
At the end of the program, participants were asked to describe those aspects of
the program that had helped them and had been most beneficial. Aspects of inquiry
learning featured in these responses. These included opportunities to control the
focus of their study, to beflexible, learn at times and rates that suited them and to be
able to organize their own learning plan around their strengths and needs. The
following participants statements highlight what was valued in the program:
- Being able to tailor my program around my learning strengths and weaknesses
- Selecting my own learning areas, and being able to work at my own speed
- Making my own learning goals and choice of associated study
Participants also noted the following aspects of inquiry learning that helped to
shape their professional identity: - Learning to become more reflective
- Professional inquiry and self-reflection with different communities of practice
- Although I found it frustrating at times, the emphasis placed on being a
reflective practitioner has really allowed me to identify where I am at and where
I need to go next - I did enjoy the self-directed learning (and) I have a greater confidence in myself
as a learner and as a person who can shape my own learning
262 M. Mentis and A. Kearney