Differences in Experience, Collaboration, and Enquiry-Based Learning Levels Among College Students: Focusing on IU-EXCEL Educational Model

Purpose: This study aimed to assess the levels of experiential, collaborative, and enquiry-based learning among university students, and to analyze differences according to learner characteristics in order to propose directions for learner-centered educational innovation. Methods: Data were collected from 441 students. Their levels of experiential, collaborative, and enquiry-based learning were measured, and differences were examined by learner characteristics. Results: The overall mean score was 4.24, and the students’ learning levels were ranked as collaboration, experience, and enquiry. This indicates that students showed the greatest strength in collaboration, while experience and enquiry were at relatively similar levels. Furthermore, no statistically significant differences were found by major or gender, whereas significant differences were observed across all domains by academic year. Conclusion: Based on these results, the study discusses strategies for educational innovation to advance learner-centered education.