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This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses on two specific inquiry-based (IB) instructional models: guided and open inquiry as these two models are considered more relevant to higher education students. The chapter will present validated processes for implementing IB teaching models and consider how these processes can be authentically replicated in online learning environments. The chapter will also examine issues and challenges involved in implementing IB teaching models online. Grounded in the challenges that faculty face in translating their instructional practice in online environments, the chapter suggests strategies and interactive tools to scaffold and model IB learning in online environments.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.