Inquiry learning is a pedagogical approach that focuses on the processes and skills required to conduct research. It is a pedagogical approach that has been demonstrated to have positive learning outcomes. McMaster University has been committed to this form of learning for more than ten years in three of the faculties on campus (i.e., Humanities, Science and Social Sciences). This commitment has been in the creation of stand-alone, small class size first year inquiry classes. The current research, involving document analysis of 545 course outlines from the Faculty of Social Sciences demonstrates that inquiry learning is concentrated in first and fourth year primarily with modest amounts in second and third year courses. Results reveal cross-discipline variation. Some disciplines exhibit higher levels of inquiry (i.e., Social Work, Labour Studies and Political Science) than others (i.e., Gerontology, Geography and Anthropology). Although inquiry was more likely to occur in small classes there were examples of inquiry learning in classes with more than 250 students.
Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA. ; Il existe une recrudescence des inscriptions étudiantes et des demandes d'adaptations éducatives en enseignement supérieur. Les universités n'ayant pas la capacité de répondre aux besoins d'adaptations croissants, il y a un besoin de recherche dans ce domaine. La nouvelle législation provinciale de l'Ontario, au Canada, exige que toutes les institutions publiques, y compris les universités, rendent leurs services accessibles aux personnes handicapées. L'objectif de la Loi sur l'accessibilité pour les personnes handicapées de l'Ontario (LAPHO) est de fournir un accès universel aux étudiants en situation de handicap. La présente étude de cas vise à comprendre, à partir des expériences des étudiants, la capacité de la technologie d'enregistrement de cours magistraux à s'aligner avec les principes de Conception universelle de l'apprentissage (CUA). Les données ont été colligées par des méthodes de recherche mixtes : 1) un questionnaire en ligne; et 2) des entretiens individuels. La littérature sur l'avancement des connaissances en enseignement et en apprentissage (ACEA) fournit le contexte de cette étude et permet d'explorer la LAPHO et l'accessibilité universelle en regard des technologies d'enregistrement de cours magistraux. Les résultats indiquent que l'enregistrement de cours magistraux peut être conforme aux principes de la CUA et de la LAPHO.
