Inquiry-Based Learning 2.0 A Didactic Framework for Inquiry-Based Learning with Digital Media



German discussions of inquiry-based learning in higher education have seen the development of an approach termed inquiry-based learning 2.0 (Kergel, 2014; Kergel & Heidkamp, 2016). Inquiry-based learning 2.0 combines elements of contemporary e-learning (i.e. e-learning 2.0) with elements of inquiry-based learning. To facilitate a systematic implementation of inquirybased learning 2.0 strategies in higher education, a so-called didactic framework for inquirybased learning with digital media has been developed. This article introduces the framework, first providing a working definition for inquiry-based learning. It will then go on to introduce the didactic framework for inquiry-based learning with reference to the working definition. As a further step, it will discuss the concept of e-research. The didactic framework for inquirybased learning with digital media will emerge from these considerations.


Inquiry-based learning E-learning Higher education Digital media Web 2.0 Elearning 2.0 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children 46(2), 26-29.Google Scholar
  2. Brew, A. (2003). Teaching and Research: new relationships and their implications for inquiry based teaching and learning in higher education. Higher Education Research and Development 22(1), 3-18.Google Scholar
  3. Gardner, H. & Manduchi, G. (2000). Design Patterns for e-Science. Heidelberg: VS Springer.Google Scholar
  4. Huber, L. (2014). Forschungsbasiertes, Forschungsorientiertes, Forschendes Lernen: Alles dasselbe? Ein Plädoyer für eine Verständigung über Begriffe und Unterschei-dungen im Feld forschungsnahen Lehrens und Lernens. Das Hochschulwesen. Forum für Hochschulforschung, -praxis und-politik 62, 22-29.Google Scholar
  5. Kergel, D (2014). Forschendes Lernen 2.0 – Lerntheoretische Fundierung und Good Practice. In Zawacki-Richter, O., Kergel, D., Muckel, P., Stöter, J. & Brinkmann, K. (Eds.), Offen für Neue Wege – Digitale Medien in der Hochschule (pp. 37-51) Münster: Waxmann.Google Scholar
  6. Kergel, D., & Heidkamp, B. (2015). Forschendes Lernen mit digitalen Medien. Ein Lehrbuch. #theorie #praxis #evaluation. Münster: Waxmann.Google Scholar
  7. Kergel, D. & Heidkamp, B. (Eds.) (2016). Forschendes Lernen 2.0. Partizipatives Lernen zwischen Globalisierung und medialem Wandel. Wiesbaden: VS Springer.Google Scholar
  8. Nietzsche, F. (1882/2001) The Gay Science. With a Prelude in German Rhymes and an Appendix of Songs. Cambrigde: Cambridge University Press.Google Scholar
  9. Puschmann, C. (2014). (Micro) blogging science? Notes on potentials and constraints of new forms of scholarly communication. In Opening science. doi:  10.1007/978-3-319-00026-8_6.
  10. Reinmann, G. (2016). Gestaltung akademischer Lehre. Anforderungen an eine Hochschuldidaktik als Allgemeine Didaktik. Jahrbuch Allgemeine Didaktik 2016, 45-60.Google Scholar
  11. Willison, J. & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research & Development 26(4), 393-409.Google Scholar
  12. Wolf, K. (2016). Forschendes Lehren mit digitalen Medien: wie forschendes Lernen durch Teilhabe und mediale Unterstützung gelingen kann In D. Kergel & B. Heidkamp (Eds.), Forschendes Lernen 2.0. Partizipatives Lernen zwischen Globaliserung und medialem Wandel (pp. 263-274). Wiesbaden: VS Springer.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH 2018

Authors and Affiliations

  1. 1.HAWK HildesheimHabitussensitive Teaching and LearningHildesheimGermany
  2. 2.E-Learning CentreRhine-Waal University of Applied SciencesKamp-LintfortGermany

Personalised recommendations