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1. Designing a WebQuest (EJ838953)
Author(s):
Salsovic, Annette R.
Source:
Mathematics Teacher, v102 n9 p666-671 May 2009
Pub Date:
2009-05-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Internet; Web Sites; Inquiry; Lesson Plans; Educational Technology; Cooperative Learning; Discovery Learning; Experiential Learning; Thinking Skills; Student Motivation; Problem Solving; Computer Uses in Education; Teaching Methods; Mathematics Instruction; Learning Activities
Abstract: A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found that using experiential activities in the classroom greatly improves motivation, critical thinking, and problem-solving abilities. Since most students today are very comfortable using a computer, as well as the Internet, their learning experience can be enhanced by using a mode of instruction that interests them. Because a WebQuest can be designed in many forms and for any type of subject matter, the possibilities are endless. Regardless of the topic, students will be engaged and remember what they have learned. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Learning in a Sheltered Internet Environment: The Use of WebQuests (EJ845744)
Segers, Eliane; Verhoeven, Ludo
Learning and Instruction, v19 n5 p423-432 Oct 2009
2009-10-00
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Grade 6; Internet; Information Processing; Comparative Analysis; Assignments; Instructional Effectiveness; Gender Differences; Computer Assisted Instruction; Educational Technology; Web Sites; Online Searching; Search Engines; Educational Environment; Search Strategies
Abstract: The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders participating in either a free-search Google condition or a closed-search WebQuest condition were compared. The closed-search condition showed the highest learning gains for boys. Children's information processing and linguistic skills generally influenced their learning gains and did not interact with condition. A difference in the quality of writing for the two conditions was also found with the language quality being higher in the free-search condition. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning (EJ801299)
Zheng, R.; Perez, J.; Williamson, J.; Flygare, J.
Journal of Computer Assisted Learning, v24 n4 p295-304 Aug 2008
2008-08-00
Descriptors: Constructivism (Learning); Elementary Secondary Education; Online Courses; Interpersonal Relationship; Interaction; Elementary School Science; Higher Education; Teacher Surveys; Scaffolding (Teaching Technique); College Science
Abstract: The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers (n = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. What We Know about the Impacts of WebQuests: A Review of Research (EJ817821)
Abbitt, Jason; Ophus, John
AACE Journal, v16 n4 p441-456 Oct 2008
2008-10-00
Journal Articles; Reports - Evaluative
Descriptors: Teaching Methods; Web Sites; Internet; Web Based Instruction; Computer Uses in Education; Inquiry; Cooperative Learning; Instructional Effectiveness; Academic Achievement; Educational Research; Field Trips
Abstract: This article examines the body of research investigating the impacts of the WebQuest instructional strategy on teaching and learning. The WebQuest instructional strategy is often praised as an inquiry-oriented activity, which effectively integrates technology into teaching and learning. The results of research suggest that while this strategy may have a positive impact on collaborative working skills and learner attitudes, there is little direct impact or advantage for increasing student achievement when compared with other instructional activities. Included in this article is a discussion of the notable research studies that have investigated the WebQuest strategy as well as a discussion of the implications and future direction for web-based inquiry projects. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Assistive Technology WebQuest: Improving Learning for Preservice Teachers (EJ838472)
Manning, Jackie B.; Carpenter, Laura Bowden
TechTrends: Linking Research and Practice to Improve Learning, v52 n6 p47-52 Nov 2008
2008-11-00
Descriptors: Preservice Teacher Education; Preservice Teachers; Disabilities; Assistive Technology; Teacher Educators; Schools of Education; General Education; Special Education; Teacher Education Programs; Educational Technology; State Standards; Educational Strategies
Abstract: National and state standards from such organizations as the Council for Exceptional Children, the National Council for the Accreditation of Teacher Education (NCATE) and the Association for Childhood Education International promote instructional change. These organizations emphasize the importance of preservice teachers/candidates knowing about appropriate assistive technology (AT) to give students with disabilities access to the general education curriculum. Teacher educators are continually challenged to determine how and where knowledge and evidence-based strategies in AT should be included in teacher education programs. Teacher educators understand the imperative to incorporate current research in technology in teacher preparation programs. This technology must also include competency in AT. Challenges continue to exist for teacher educators to implement AT curriculum within courses because existing courses are already filled with other essential knowledge and skills. Successful AT integration depends on the opportunity for faculty members to interact in collaborative ways to prepare candidates to become competent in the use of basic technology, instructional technology, and AT. To address this problem, a collaborative project between faculty in general education and special education departments was undertaken at Auburn University Montgomery to develop an AT WebQuest. In this article, the authors describe the development process of AT WebQuest and the resulting product that was incorporated into existing course work. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effects of Designing Webquests on the Motivation of Pre-Service Elementary School Teachers (EJ806653)
Halat, Erdogan
International Journal of Mathematical Education in Science and Technology, v39 n6 p793-802 Sep 2008
2008-09-00
Descriptors: Attitude Measures; Questionnaires; Elementary School Teachers; Student Teacher Attitudes; Teacher Motivation; Web Sites; Preservice Teacher Education; Mathematics Instruction; Pretests Posttests; Comparative Analysis; Internet; Computer Uses in Education
Abstract: The purpose of this study was to examine the effects of webquest-based applications on the pre-service elementary school teachers' motivation in mathematics. There were a total of 202 pre-service elementary school teachers, 125 in a treatment group and 77 in a control group. The researcher used a Likert-type questionnaire consisting of 34 negative and positive statements. This questionnaire was designed to evaluate a situational measure of the pre-service teachers' motivation. This questionnaire was used as pre- and post-tests in the study that took place in two semesters. It was administered to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, the independent-samples t-test and analysis of covariance with [alpha] = 0.05 were used to analyse the quantitative data. The study showed that there was a statistically significant difference found in participants' motivation between treatment and control groups favouring the treatment group. In other words, the participants who designed the webquest-based applications indicated positive attitudes towards mathematics course than the others who did the regular course work. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Effectiveness of Cooperative Learning Fostered by Working with WebQuest (EJ802392)
Lara, Sonia; Reparaz, Charo
Electronic Journal of Research in Educational Psychology, v5 n3 p731-756 Dec 2007
2007-12-03
Descriptors: Geography; Cooperative Learning; Foreign Countries; Teaching Methods; Web Based Instruction; Educational Technology; Computer Uses in Education; Videotape Recordings; Secondary School Students; Independent Study; Student Surveys; Student Projects; Internet; Grade 11; Student Research; Student Attitudes
Abstract: This research is part of a broader project being carried out by Erain School (San Sebastian) since February-March, 2004. The project is centered on the educational use of digital video. It has been catalogued as an R&D&I Project by the Diputacion (provincial council) of Guipuzcoa and the Basque government who collaborated in financing it, together with the European Regional Development Fund. The objective for using the WebQuest was to introduce a tool that allowed self-regulated and cooperative work of students in making a scientific video. Our research question was the following one: Does the WebQuest foster self-regulated and cooperative work in the students of Secondary Education (16 years old) when making a scientific video? In order to answer this question, we present a project carried out with a group of students in their fourth year of Secondary School. These students had to produce a scientific video about the geography of Guipuzcoa (Spain) for their Geography course. In order to do so, and following strategies to undertake scientific work as designed by the instructor in a WebQuest, they carried out their research work and then prepared the video (http://www.erain.es/vde/produccion3.asp). Data collection was carried out through two surveys which were specifically designed to collect data about this context of cooperative learning. The conclusions of this paper are similar to research about cooperative learning with regard to cognitive and affective variables. Finally, we present some prospects for follow-on research about self-regulated and cooperative learning. (Contains 9 tables, 3 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Webquests for English-Language Learners: Essential Elements for Design (EJ855099)
Sox, Amanda; Rubinstein-Avila, Eliane
Journal of Adolescent & Adult Literacy, v53 n1 p38-48 Sep 2009
2009-09-00
Descriptors: Linguistics; Interdisciplinary Approach; English (Second Language); Cooperative Learning; Technology Integration; Literacy; Evaluation
Abstract: The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the authors found that the WebQuests fell short of providing strategies to enhance ELLs' comprehensible input. Thus, the authors propose an adapted rubric that focuses on WebQuests' linguistic, multimedia, and organizational features to assess the extent to which they support ELLs. Recommendations for adapting existing WebQuests for ELLs include strategies such as chunking text, highlighting and previewing key vocabulary, and providing clear, step-by-step instructions. Suggestions for designing WebQuest with ELLs in mind are also offered. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Integrating WebQuests in Preservice Teacher Education (EJ787073)
Wang, Feng; Hannafin, Michael J.
Educational Media International, v45 n1 p59-73 Mar 2008
2008-03-00
Descriptors: Preservice Teacher Education; Preservice Teachers; Technology Integration; Educational Technology; Computer Uses in Education; Computer Literacy; Scaffolding (Teaching Technique); Web Based Instruction; Web Sites; Internet; Inquiry; Teaching Methods; Metacognition
Abstract: During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition of knowledge and skills, may help preservice teachers to better understand the underlying assumptions and assess the feasibility of WebQuests for their teaching. Based on a review of existing WebQuest and scaffolding research, this article presents guidance for scaffolding preservice teachers' WebQuest designs, and identifies issues and challenges for future implementation. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A WebQuest for Spatial Skills (EJ766557)
Wood, Pamela L.; Quitadamo, Ian J.; DePaepe, James L.; Loverro, Ian
Science and Children, v44 n8 p21-25 Apr 2007
2007-04-00
Descriptors: Spatial Ability; Self Evaluation (Individuals); Web Sites; Animals; Science Instruction; Web Based Instruction; Computer Uses in Education; Cooperative Learning; Map Skills; Ecology; Grade 4; Elementary School Science
Abstract: The WebQuest is a four-step process integrated at appropriate points in the Animal Studies unit. Through the WebQuest, students create a series of habitat maps that build on the knowledge gained from conducting the various activities of the unit. The quest concludes with an evaluation using the WebQuest rubric and an oral presentation of a final collaborative map. In creating the hypothetical habitat, students analyze, evaluate, compare, and contrast each other's work by making and justifying alternative choices. (Contains 3 figures, 1 resource and 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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