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.

摘要

在所有可用的文献中都有充分的记载，信任或信仰的飞跃在促进学生学习的成功方面起着关键作用。在这项研究中，我们尝试对相关数据库进行快速系统审查，寻找能够在高等教育机构内发展和维持学生之间、学生与教授之间的信任的研究，特别关注基于探究的学习实践，其中承担智力风险是钥匙。我们的努力表明，目前没有实证研究将早期参与高等教育 IBL（即 IBL-HE）课堂的风险和信任联系起来。尽管“金矿”仍然遥不可及，我们的二次审查发现了几个重要的问题，这证实了我们的信念，即这是未来调查的一个重要领域，并使我们能够识别信任障碍并注意到学生的恐惧。需要进一步研究以检查促进冒险和信任发展的因素以及与早期参与 IBL-HE 课程的关系。