标题：Closed-Loop Reiterative Enquiry-Based Learning Benefits Students by Utilizing Multiple Learning Styles and Promoting Student Autonomy: A First-Year Student Perspective
摘要：First-Year Seminars (FYS), which utilize a closed-loop reiterative Enquiry-Based Learning (EBL) format, promote student learning because they incorporate all five kinds of learning styles to enhance student learning by appealing to every individual student’s learning preferences. Additionally, enquiry-based seminars provide students with unique opportunities that they would otherwise not receive in a regular classroom or lecture setting, such as lab visits, student-directed learning, and a preserved sense of individuality. Finally, statistics suggest that students who successfully completed a first-year seminar utilizing EBL became more efficient learners and were able to refine and develop new styles of learning to further implement their academic careers; an indication of increased student autonomy. This correlates with our data and Jacqueline Murray and Alastair Summerlee’s data in "The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement." Ultimately, FYS enhance student learning by appealing to all five learning styles and benefit students throughout their academic careers by providing them with a unique experience and skillset by promoting student autonomy in a way that cannot be replicated in a traditional learning environment. As this paper is written by first-year university students for faculty, it provides a student perspective on EBL that has seldom been included in past literature on EBL.
其他摘要：First-Year Seminars (FYS), which utilize a closed-loop reiterative Enquiry-Based Learning (EBL) format, promote student learning because they incorporate all five kinds of learning styles to enhance student learning by appealing to every individual student’s learning preferences. Additionally, enquiry-based seminars provide students with unique opportunities that they would otherwise not receive in a regular classroom or lecture setting, such as lab visits, student-directed learning, and a preserved sense of individuality. Finally, statistics suggest that students who successfully completed a first-year seminar utilizing EBL became more efficient learners and were able to refine and develop new styles of learning to further implement their academic careers; an indication of increased student autonomy. This correlates with our data and Jacqueline Murray and Alastair Summerlee’s data in "The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement." Ultimately, FYS enhance student learning by appealing to all five learning styles and benefit students throughout their academic careers by providing them with a unique experience and skillset by promoting student autonomy in a way that cannot be replicated in a traditional learning environment. As this paper is written by first-year university students for faculty, it provides a student perspective on EBL that has seldom been included in past literature on EBL.
