WebQuest

Abstract: Since it was first developed in 1995 by Bernie Dodge with Tom March, the WebQuest model has been incorporated into hundreds of education courses and staff development efforts around the globe (Dodge, 1995). A WebQuest, according to an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation. WebQuests are appealing because they provide structure and guidance both for students and for teachers. The stated ideal of engaging higher-level thinking skills—though making good use of limited computer access—seems to resonate with many educators. A quick search of the Web for the word WebQuest will turn up thousands of examples. As with any human enterprise, the quality ranges widely. Many WebQuests were created hurriedly to complete a class assignment. Others appear to have been developed over a longer time and thoughtfully refined each year while being implemented. Some of the lessons that label themselves WebQuests do not represent the model well at all and are merely worksheets with URLs. By closely analyzing what's out there, I've identified five general bits of advice that will help anyone create WebQuests that are head and shoulders above the rest. Thanks to some wrestling with the alphabet, the five guiding principles can be captured in the word FOCUS: Find great sites.

Abstract: A sample of at least 800 undergraduate students at a participating medium-sized midwest public university was selected using a stratified random sampling technique. The researcher delivered and administered the surveys to the participating students and collected them after completion. 98% of the questionnaires were complete and retained for analysis. Two major statistical techniques were used to analyze data obtained in the study: a multiple regression and a Two-Way Analysis of Variance (ANOVA). A statistically significant relationship was found between the three predictor variables and the criterion. The Two-Way ANOVA results indicated no interaction effect between gender and course levels, and students’ perceptions of the effect of computer technology use to improve their learning. The main effects of gender and course levels were not statistically significant. The results indicated that students lack computer skills in various computer applications that are necessary to support and enhance their learning experiences. Therefore, it can be suggested that students need to have direct instruction to efficiently use computer technology applications such as authoring and sophisticated hypermedia. These programs provide computer skills in advanced computer technology applications that will enable faculty members to expect more disciplinespecific computer-based projects such as developing a webquest in a web editor.

Abstract: The present study explored the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills by collecting and analysing the data through a sequential explanator...

Abstract: This study investigated the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL learners' writing performance, writing apprehension, and perception of web-resource integrated language learning. Participants were students from two junior college classes. One class received traditional classroom writing instruction and the other class, the WQWI program. The results indicated that students in the WQWI class improved their writing performance significantly more than those in the traditional classroom writing class. The WQWI class also experienced significant reduction in writing apprehension; however, no significant difference in reduced apprehension could be found between the two classes. In addition, students had a favorable perception of the WQWI program, recognizing more advantages than disadvantages of language learning through web resources. Nonetheless, no significant correlation could be detected between students' perception and their improved writing performance. Neither was there a significant relationship between students' perception and their reduced writing apprehension. The findings suggested that integrating web resources into EFL writing instruction, using the WebQuest model, was effective for enhancing students' writing performance and provided a positive learning experience.