This week, I mainly learned the core process of inquiry learning and how a learning pod can support students in an asynchronous course. From Jeff Hopkins’ resources, I realized that inquiry is not just looking up information. It is a continuous cycle: you start with a question, do some initial exploring, refine your questions, and then use actions and evidence to show deeper learning.
The idea that stayed with me most is the difference between “knowing about” and “knowing.” It is not enough to know only a little about a topic. Real learning means you can explain it and use it. At the same time, inquiry gives you freedom, but without structure and planning, it is easy to feel stuck or lose focus. That is why it helps to break learning into small steps and try to keep a steady weekly pace.
Based on this week, I feel clearer about my direction for Assignment 1. I plan to complete my inquiry on my own. Right now, I am interested in an economics-related skill topic, such as using RStudio to run multiple linear regression and learning how to interpret results and check basic assumptions. Next, I plan to write 2–3 specific starting questions, find reliable resources to begin learning, and gradually record my learning process and challenges.
Finally, I better understand the value of the pod. It can help me stay on track, organize my ideas, and get feedback from classmates on my blog posts, so asynchronous learning does not feel isolated or easy to delay.