Mining for gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms

ABSTRACT

It is well-documented throughout the available literature that trust, or a leap of faith, plays a key role in facilitating success in student learning. In this study, we attempted a rapid systematic review of relevant databases looking for studies that addressed developing and maintaining trust among students, between students and their professors, within higher education institutions, paying particular attention to inquiry-based learning practices where taking intellectual risks is key. Our efforts revealed that there are currently no empirical studies that link risk and trust in early engagement in higher education IBL (i.e., IBL-HE) classrooms. Though the ‘gold mine’ remained out of reach, our secondary review uncovered several important nuggets which confirmed our belief that this is an important area of future inquiry and allowed us to identify barriers to trust and note student fears. Further research is required to examine the factors that promote risk-taking and trust development and the relationship with early engagement in IBL-HE courses.

KEYWORDS:

• Trust
• inquiry-based learning
• higher education
• risk
• systematic review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by a University of Calgary Teaching and Learning Grant.

Notes on contributors

Natalie R. Beltrano

Natalie R. Beltrano is a doctorate student at the School of Social Work at the University of Windsor. While obtaining her Master of Social Work, she participated in a condensed course that applied inquiry-based learning. She is now completing her University Teaching Certificate at the University of Windsor and focused on developing her teaching philosophy focused on a pedagogy of socially just approaches that includes inquiry-based learning.

Beth Archer-Kuhn

Dr. Beth Archer-Kuhn is an Associate Professor with the Faculty of Social Work at the University of Calgary. The recipient of a three-year Teaching Scholars Award through the Taylor Institute for Teaching and Learning, Beth continues to pursue inquiry-based learning in higher education.

Stacey MacKinnon

Dr Stacey MacKinnon is an Associate Professor of Social Psychology at the University of Prince Edward Island in Charlottetown, PEI, Canada. She is also the designer and coordinator of First Year Inquiry Studies for UPEI. Dr MacKinnon received her PhD from the University of Calgary in 2004. Her current research focuses on reigniting and maintaining curiosity and the “desire to inquire”, including both skills and attitudes toward learning.