Inductive pedagogy, meaning learning starts with real-life (in vivo) experiences or examples, upon which theory is built or experiences from which theory is extrapolated. Problem-based pedagogy reinforces learning in that students use both prior experiences and theoretical knowledge to solve problems and challenges. Nuninger and Châtelet (2011, 93) argue that inductive and problem-based pedagogies is generally much better than deductive pedagogy, where theory is first taught and then applied. Errors made are acceptable and correction takes place through reflective practices.
Nuninger and Châtelet (2011, 88) emphasise the importance shared responsibility between university and industry for inductive pedagogy; especially with regard to mentoring/tutoring and the assessment of skills proficiency. Academic knowledge is generally evaluated by lecturers, whereas workplace competencies jointly evaluated by industry and academia.
Nuninger, W. and Châtelet, J.M. 2011. Work-Integrated Learning for Engineers in Coordination with Industries. In P. Keleher; A. Patil, R.E. Harreveld (eds). 2011. Work-integrated learning in engineering, built environment and technology: diversity of practice in practice (pp. 85-109). Hershey, Pa.: Information Science Reference.