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\nJacqueline Murray, University of Guelph Nathan John Lachowsky, University of Victoria Natalie Green, University of Guelph  \nDOI: 10. 22329/celt.v10i0 .4744  \nOnline courses are increasing in popularity while universities are usingfirst-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students ’ experience benefit from an online DE first-year seminar? At the University of Guelph, an online interdisciplinary first-year seminar was developed and offered four times. This essay includes reflections from the faculty instructor and educational developer who co-designed the course, results from pre-and post-course surveys completed by students, and interviews conducted with students.  \nAcroimpssleNorth Amentingmveriaraoaunsd binneyoovndatio, unsnivetorseitniehsaanrcee student engagement and student learning. Various programs and pedagogies have been identified as high-impact educational practices, including firstyear seminars, learning communities, collaboration, research, and experiential learning, among others (Kuh, 2008) . One high-impact pedagogy that is particularly well suited to meet these learning goals and to foster student engagement is closed-loop reiterative enquiry-based learning (EBL) . This pedagogy was originally articulated in medical education by Barrows (1986), who analyzed variations of problem-based learning to identify which best addressed students’ learning. In particular, Barrows wanted a pedagogy that would achieve learning goals such as structuring knowledge, problem-solving, self-directed learning, and enhanced motivation for learning, goals that were  \nmet by closed-loop reiterative problem-based learning. In order to avoid confusion with other pedagogies that in some way incorporate the use of problems or cases, Summerlee & Murray (2010) proposed further clarification, suggesting this specific pedagogy would be better termed closed-loop reiterative enquiry-based learning.  \nAt the University of Guelph, EBL pedagogy has been used in various courses and topics, particularly in interdisciplinary first-year seminars, and has demonstrated significant results for student learning (Murray & Summerlee, 2007; Summerlee & Murray, 2010) . The current study examines the process of developing and offering a first-year, enquiry-based seminar online. The experience of the instructor, instructional designer, and one of the students has been discussed previously (Murray, Giesbrecht, & Mosonyi, 2013) . Here we will reflect upon the course development and report on the  \nresearch, over four cohorts of students (62 completed the course), to assess student engagement and learning outcomes. Thus, it will be possible to reflect upon the relative merits of EBL and online applications ofEBL.  \nClosed-Loop Reiterative Enquiry-Based Learning  \nClosed-loop reiterative enquiry-based learning is rooted in constructivist learning theory and problembased learning methods (Barrows, 1986; HmeloSilver, 2004; Kemp, 2011; Savery & Duffy, 2001) . It is designed for students to develop skills and gain an integrated and sophisticated approach to understanding complex issues (Duch, Allen, & White, 1998; Murray & Summerlee, 2007). Enquiry places the emphasis of the learning process on investigation rather than finding information or answers. This reinforces the pedagogical intention tobe process focused rather than content focused. Of critical significance, EBL slows the thinking process so students experience deep learning and deep understanding of the issues they are studying.  \nEnquiry-based learning is a student-driven pedagogy that provides learners with the opportunity to examine real-world, au","cbCaig3CI7Zdmtra","https://ap.wps.com/l/cbCaig3CI7Zdmtra","pdf",289379,13,"English","# Enquiry-Based Learning Online\n## Rationale and study focus\n## High-impact pedagogy: closed-loop reiterative EBL\n## Course development and course delivery\n## Foundations of closed-loop reiterative EBL\n## Core EBL process and student group work","[{\"question\":\"What question does the study investigate about first-year seminars online?\",\"answer\":\"It examines whether the learning experience and benefits of an in-person first-year seminar can be achieved through an online distance education format, and how students’ experiences would benefit from that shift.\"},{\"question\":\"How was the online first-year seminar at the University of Guelph delivered?\",\"answer\":\"The interdisciplinary first-year seminar was developed and offered four times, with data gathered across four student cohorts using instructor/developer reflections, pre/post surveys, and student interviews.\"},{\"question\":\"What are the core steps in the closed-loop reiterative enquiry-based learning process?\",\"answer\":\"Students work through fundamental EBL steps: clarifying what they know, identifying what they do not know (their burning question), and determining what they need to find out, supported by research, group analysis, and iterative group processing with continuous feedback.\"}]","Enquiry-Based Learning Online - Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar | PDF",1792087888,33]