Research Article
Trang Phan, Mariya A. Yukhymenko-Lescroart, Curtis J. Bonk
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep672
ABSTRACT
The research study aimed to explore how preservice teachers engaged with an artificial intelligence (AI)-based tool called Ask.SMILE to develop higher-order level of questions based on the criteria of Bloom’s taxonomy. Specifically, we evaluated students’ questioning techniques, motivation, satisfaction with Ask.SMILE, and assessed their aspirations to use the tool in future classrooms. Using a mixed-methods approach, 178 participants generated over 50 questions each, received feedback from Ask.SMILE, and reflected on their experiences through written responses. The results revealed that Ask.SMILE supported participants in creating questions aligned with Bloom’s taxonomy principles, encouraging iterative improvement and fostering metacognitive awareness. Participants reported enhanced understanding of inquiry-based learning and recognized the importance of using structured questioning strategies to promote critical thinking. While the findings highlight the educational potential of AI tools like Ask.SMILE, limitations include reliance on self-reported data, the absence of longitudinal tracking, and varying levels of AI proficiency among participants. It is suggested that future research should focus on the long-term impact of AI-supported questioning strategies and practices in diverse classroom contexts, and professional development to enhance teacher proficiency with AI tools.
Keywords: question-generating, techniques, strategies, inquiry-based learning, engagement
Research Article
Clara Rocío Henao-Zárate
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep664
ABSTRACT
Despite widespread digital access in secondary education, students continue to demonstrate limited capacity for systematic inquiry, critical source evaluation, and evidence-based reasoning—a paradox that existing virtual learning environments have failed to resolve. This article presents the structural dimensions of a conceptual digital learning ecosystem (DLE) designed to strengthen research skills in secondary education, based on a scoping review of 34 studies published between 2019 and 2025. The findings indicate that inquiry-oriented approaches—particularly project-based learning, problem-based learning, and inquiry-based learning—are the most widely adopted strategies; however, their effectiveness depends on their alignment with structured inquiry processes rather than on the mere presence of digital tools. The reviewed studies also emphasize the role of technological infrastructures, collaborative platforms, learning analytics, and artificial intelligence in supporting school-based research. The proposed DLE model represents a shift from content-centered instruction to structured inquiry environments, enabling students to formulate questions, evaluate evidence, design investigations, and communicate findings. The model integrates human, pedagogical, technological, and support components aligned with five key research phases, contributing to the development of autonomy, critical thinking, and inquiry-oriented learning.
Keywords: research skills, digital learning ecosystem, secondary education, project-based learning, educational technology, inquiry-based learning
Research Article
Mustafa Serkan Gunbatar, Tolga Guyer
CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 158-175
ABSTRACT
The purpose of this study, with reference to Community of Inquiry, is to evaluate the comparative effectiveness of Learning activities based on Online Inquiry differentiating as Open and Guided Inquiries. This study employs mixed research method and explanatory design. The data were collected with the Community of Inquiry Index and the Student Process Survey. According to the Community of Inquiry index results, scores of all guided inquiry students in terms of the scale were higher at a statistically significant level than those of open group. Similarly, regarding the subscales of community of inquiry index teaching presence and cognitive presence factor scores were higher in favor of the guided inquiry students. There is no significant difference between the social presence scores of the groups. Obtained qualitative data also support this result. According to these findings, we can arrive at the conclusion that, within the scope of Community of Inquiry, the students in the guided inquiry group had a more efficient working process than the students in the open inquiry group.
Keywords: online learning, inquiry-based learning, community of inquiry model, open inquiry, guided inquiry