Although there are quite many resources about each, please find below a discussion of a few concepts.
“IBL could be defined as a pedagogical approach in which students follow the inquiry-based processes to construct knowledge (e.g. Keselman 2003; Lazonder and Harmsen 2016). A typical inquiry consists of five main stages: orientation (i.e. familiarization with the area of inquiry), conceptualization (i.e. generation of questions and hypotheses), investigation (i.e. collection and interpretation of information), conclusion (i.e. drawing conclusions and/or providing solutions based on the investigation), and discussion (i.e. communicating and reflecting on the conclusion) (Pedaste et al. 2015). Inquiry-based learning is sometimes referred to as problem-based learning (PBL), an approach in which a scientific inquiry starts with a real-world problem.
Student-centered learning is a pedagogical approach that stresses the responsibility of students in the learning process, rather than the activities of teachers (Cannon and Newble 2000). Likewise, self-directed learning has been described as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (Knowles 1975, 18).
Inquiry-based learning is also closely related to two other educational philosophies that are broader in scope: active learning and experiential learning. Active learning refers to approaches in which students are considered to be active participants in the learning
process and which focus on activities that engage students in that process (Bell and Kozlowski 2008; Prince 2004). The process of IBL is one that relies mainly on active engagement from students; however, active learning also includes a wide range of other activities (e.g. in-class games and activities). The second philosophy, experiential learning, highlights the importance of hands-on experience in the learning process (Kolb 1984). In this approach, learning comes from grasping and transforming an experience into knowledge (Kayes 2002; Kolb and Kolb 2005; Ng, Van Dyne, and Ang 2009). The learning process in IBL is experiential in nature (i.e. students learn from experiences during an inquiry), but experiential learning encompasses a broader set of activities – it includes activities that go beyond those of IBL.”
IBL: Inquiry-based learning
Acar, Oguz A., and Aybars Tuncdogan. 2018. “Using the Inquiry-Based Learning Approach to Enhance Student Innovativeness: A Conceptual Model.” Teaching in Higher Education24 (7): 895–909. doi:10.1080/13562517.2018.1516636.