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Learning through inquiry: A Global Health Hackathon

Research output: Contribution to journalArticlepeer-review

Hanna Kienzler, Carolyn Fontanesy

Original languageEnglish
Pages (from-to)129-142
JournalTEACHING IN HIGHER EDUCATION
Volume22
Issue number2
Early online date23 Sep 2016
DOIs
Accepted/In press28 Jul 2016
E-pub ahead of print23 Sep 2016
Published2017

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Abstract

This article offers a description and critical evaluation of a novel method for inquiry-based learning (IBL) directed at undergraduate students: a Global Health Hackathon. The hackathon was piloted as part of an ‘Introduction to Global Health’ undergraduate course in order to enable students to gain and create knowledge about specific global health-related challenges and, simultaneously, to acquire tangible and transferable skills. We provide a critical evaluation of our practice by drawing on relevant academic literature concerned with IBL, course material to describe the hackathon and its related components and outputs, and student evaluations to reflect on the overall module experience. We conclude by sharing reflections and recommendations of necessary measures required to institutionalize IBL in a more sustainable manner in higher education institutions.

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