1 Learning to Learn through Supported Enquiry Literature review Dr Rhona Sharpe and Professor Maggi Savin-Baden Oxford Brookes University and Coventry University, UK Review area and issues This review will focus on key themes in the literature learning to learn through supported enquiry. It has examined: 1. What approaches to E/PBL are being undertaken in UK HE? 2. What have we found out about how learners and teachers learn through engaging in enquiry? 3. What questions remain? Given the wide range of literature reviews already undertaken in this field, particularly within problem-based learning, a valuable function of this review would be to highlight a small number of thorough and rigorous studies which currently exist, in order to complement the University of Surrey’s project to identify examples of creative and innovative teaching. This review will focus on identifying approaches to E/PBL which have been implemented and evaluated over a period of time. Like other areas of pedagogic research, E/PBL suffers from a growth in the number of publication descriptions of practice but little serious research (e.g. Helle et al, 2006 reviewing project based learning). This makes it difficult to make meaningful recommendations from the literature. This review will identify evaluative studies which have used robust methodologies from which we are able to generalise and make recommendations. Review methodology This literature review adopted meta ethnography, which in short is a literature review and qualitative systematic review that enables comparison, analysis and interpretations to be made that can inform theorising and practising about E/PBL. Noblit and Hare (1988) have argued that through interpretation and by acknowledging researchers as interpretivists, it is possible to recover the social and theoretical context of research and thus reveal further noteworthy findings. Although meta-analysis has developed considerably in medicine and health research, it