Showing papers on "WebQuest published in 2003"
Journal Article•
TL;DR: WebQuest as mentioned in this paper is an instructor-created website that sets up a problem or task for students to accomplish and guides their work with specific web-based resources, individually (in a learning center) or in teams (as in a class).
Abstract: One challenge for college developmental educators is to prepare students to read and write about the texts and genres of higher education, the "academic literacy" discussed by Pugh, Pawan, and Antommarchi (2000). Their discussion notes that, although texts and genres change (most recently to include web-delivered hypermedia), the literate processes of locating, interpreting, and applying ideas gained from reading have remained constant.The wide range of resources on the web, especially primary sources, presents a new instructional opportunity for developing academic literacy skills. In this column we introduce a way to structure student use of the web by using a flexible framework called a "WebQuest." It is an instructor-created website that sets up a problem or task for students to accomplish and guides their work with specific web-based resources, individually (as in a learning center) or in teams (as in a class). In 1995, Bernie Dodge (2003) developed the "WebQuest" approach with Tom March and established the first collection of online projects. Although we find relatively few reports of WebQuesting with college students, there is strong theoretical support for it. For example, Spiro, Coulson, Feltovich, and Anderson (1994) distinguish between the acquisition of introductory knowledge and advanced knowledge acquisition; WebQuesting engages students in advanced knowledge acquisition processes. Because developmental students often lack basic skills of reading, writing, and computing, developmental instruction can stall at that introductory level. Such a focus may come at the expense of more preparation for the advanced knowledge acquisition required for academic literacy. To nudge students beyond introductory knowledge acquisition into the messy world of multiple texts and primary sources, the WebQuest should require critical thinking, rather than a scavenger hunt for answers.Four Ways to WebQuestWebQuests span a range of topics, but in this column they are categorized by purposes appropriate for college learners. Links to the each of the WebQuests discussed are posted at the college WebQuests site (Peterson, 2003).1. Course Introduction/Career InvestigationA WebQuest can launch a course to success, especially one that suffers from an image of irrelevance. Anglin has been successful with a WebQuest called Why On Earth Am I Taking Statistics? which culminates in student PowerPoint presentations. She has successfully extended WebQuesting to her prealgebra class with students assuming roles to put algebra on trial. By exploring websites of real-world applications, her students see the relevance of the course (K. Anglin, personal communication, December 16, 2002).2. InquiryA WebQuest can help students learn to ask good questions about phenomena, thereby apprenticing them to the intellectual stance of academic literacy. Pawan's Creative Problem-Solving: A WebQuest for Advanced ESL Students at the College Level provides a model which can be adapted by using authentic examples on the web for student application of problem-solving strategies. Winemiller's Who built Stonehenge? requires a complex search and sort of information as students take on real-world roles, access primary sources, draw conclusions, and defend their positions to develop theories regarding the origin of Stonehenge. Similarly, in Matko's Outside of the Diary, students write and respond to a Holocaust survivor using the support of question models and guides to question construction.3. Problem-Based Learning (PEL)In PBL, students investigate a problem in the local or larger community and present their results to inform others or pose solutions (Wiggins & McTighe, 2001). Though not limited to web investigations, PBL fits the WebQuest framework. Two representative PBL WebQuests are Burleson's Find a Need and Fill It: A WebQuest for Life-Long Learners and PeaceQuest. The primary multimedia sources available on the web, such as radio and video clips, go beyond print-based uses of the web such as in the WebQuest The Reintroduction of the Wolf into the Southwest, from Pennsylvania State University. …
34 citations
1 Apr 2003
TL;DR: Social studies classrooms, probably more than those of other subject areas, have, an opportunity to use resources found on the World Wide Web to engage students at higher levels of thinking, which enhance skills, such as analysis, synthesis, and evaluation, which support inquiry-oriented learning.
Abstract: PICTURE A CLASSROOM in which students are grouped around computers discussing a series of World War II propaganda posters. In another part of the room, students are poring over a downloaded list of popular 1940s films and clumping them into categories. Is this what inquiry looks like, or is it just a more expensive form of collaborative group work? Social studies classrooms, probably more than those of other subject areas, have, an opportunity to use resources found on the World Wide Web to engage students at higher levels of thinking. Such activities enhance skills, such as analysis, synthesis, and evaluation, which support inquiry-oriented learning. Why should social studies educators promote inquiry oriented learning? The answer to this question might depend on how one defines "inquiry" According to the Exploratorium Institute for Inquiry, which promotes and supports science education reform nationwide, "Inquiry is an approach to learning that involves a process of exploring the natural or material world that leads to asking questions and making discoveries in the search for new understandings." (1) Thus, the core of inquiry has four pans: exploring the world, asking questions, making discoveries, and coming to new understandings. At San Diego State University, the WebQuest and Web Inquiry Project concepts have been developed to assist teachers in their efforts to leverage the use of online resources to engage learners at various levels of inquiry. The WebQuest The scale of information explosion on the World Wide Web is truly mind boggling. While search engines such as Google enable instant access to more than three billion pages, the web is much larger than that. Bergman conducted a study of what he calls the "deep web," which includes pages and documents generated on the fly by database software. Bergman estimates that the deep web contains more than five hundred billion documents. (2) This flood of information allows social studies educators and students to explore a variety of previously unattainable documents, including primary source materials, uninterpreted quantitative data, and the artifacts of a host of ideologies. (3) Through these explorations, students can aim to answer questions and solve real-world problems that are relevant both to the social studies and to students' interests. Many educators agree that a social studies classroom in which learners actively pursue answers to their own topic-related questions is more effective than are traditional classroom environments. How then does one kickstart the habit of teaching with inquiry for the next generation of web-enabled teachers? In 1995, Bernie Dodge with Tom March developed the WebQuest model to help learners focus on using online information rather than looking for it. By the earliest definition a WebQuest is "an inquiry-oriented activity in which most of the information learners work with comes from the web." (4) WebQuests are developed by teachers and are used by students to structure the process of the inquiry-oriented activity defined by the teacher. Students follow the five components included in a WebQuest: 1. Introduction: Prepares and hooks the students. Often motivational tools are presented to students, such as real-life scenarios. 2. Task: Describes what the end result of the activities will be. The task could be a problem or mystery to be solved, a position to be formulated and defended, a persuasive message or a journalistic account to be crafted, a creative work, or anything that requires learners to transform the information they have gathered into a new form. 3. Process: Lays out the steps learners should follow in order to complete the task. The online resources identified by the WebQuest developer are usually provided to students in the process. This section might also provide guidance on how to organize the information gathered from the list of websites. …
26 citations
13 Mar 2003
TL;DR: For example, King et al. as mentioned in this paper examined the efficacy and outcomes expectancy of elementary preservice teachers related to using a WebQuest strategy to develop inquiry skills among elementary students.
Abstract: This study examined the efficacy and outcomes expectancy of elementary preservice teachers related to using a WebQuest strategy to develop inquiry skills among elementary students. The findings of this study show that students in the experimental section of a group of preservice elementary teachers enrolled in a science methods course demonstrated a decrease in outcomes expectancy as measured on the MUTEBI instrument as compared to preservice teachers in a control group. Given that the preservice elementary education majors were in an experimental group that included actual classroom instruction with technology, concern arises with respect to having a nominally useful activity work against infusion of technology in the science classroom. Discussion from the author interprets the findings and offers thoughts for applying this in future teaching and clinical settings. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Iii4liiiie-document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The WebQuest as a Means of Enhancing Computer Efficacy Kenneth P. King Department of Teaching and Learning Northern Illinois University DeKalb, IL 60115 W: 815-753-0384 F: 815-753-8594 kkingl@niu.edu 2 BEST COPY AVAILABLE Web Quest Investigation 2 Abstract This study examined the efficacy and outcomes expectancy of elementary preservice teachers related to using a Web Quest strategy to develop inquiry skills among elementary students. The findings of this study show that students in the experimental section of a group of preservice elementary teachers enrolled in a science methods course demonstrated a decrease in outcomes expectancy as measured on the MUTEBI instrument as compared to preservice teachers in a control group. Given that the preservice elementary education majors were in a experimental group that included actual classroom instruction with technology, concern arises with respect to having a nominally useful activity work against infusion of technology in the science classroom. Discussion from the author interprets the findings and offers thoughts for applying this in future teaching and clinical settings. WebQuest Investigation
25 citations
1 Jan 2003
TL;DR: McGlinn as mentioned in this paper studied student motivation and performance on a research project in a college-level humanities class, where students were given a choice of three assignments: a traditional research paper on art, a creative narrative modeled after the popular novel "Girl with a Pearl Earring," (Tracy Chevalier), or a WebQuest on the Holocaust.
Abstract: To study student motivation and performance on a research project in a college-level humanities class, students were given a choice of three assignments. They could choose a traditional research paper on art, a creative narrative modeled after the popular novel "Girl with a Pearl Earring," (Tracy Chevalier), or a WebQuest on the Holocaust. Most students chose either the creative narrative or the WebQuest. Their papers were of a higher quality than those of the students who chose the traditional research paper, based on preset criteria. A survey of student responses to the assignments indicated that the students who chose the alternative assignments had a higher sense of satisfaction with their work than those who chose the traditional paper. Appended is information for undertaking each of the three projects. (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document. Motivating Learning 1 Motivating Learning in a Humanities Class Through Innovative Research Assignments: A Case Study James E. McGlinn University of North CarolinaAsheville Jeanne M. McGlinn University of North CarolinaAsheville `71-1 Cr) N kr) Cr) O BEST COPY AVAILABLE Cip 2 1 PERMISSION TO REPRODUCEAND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY %.1:A M ES Ligm 6 G TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )e This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent nffinial (1PRI nrieitinn nr nrdins, Motivating Learning 2 Abstract In order to study student motivation and performance on a research project in a college-level humanities class, students were given a choice of three assignments. They could choose a traditional research paper on art, a creative narrative modeled after the popular novel Girl with a Pearl Earring, or a WebQuest on the Holocaust. Most of the students chose either the creative narrative or the WebQuest. Their papers were of a higher quality than the traditional research paper, based on pre-set criteria. Also, a survey of student responses to the assignments indicated that the students who chose the alternative assignments had a higher sense of satisfaction with their work than those who chose the traditional paper.
17 citations
1 Jan 2003
11 citations
1 Jan 2003
10 citations
1 Jan 2003
TL;DR: This presentation sketches out how a large subject was designed and orchestrated where various forms of online (and decidedly off-line) technologies were garnered for clear pedagogical purposes.
Abstract: Some proponents of online teaching seem captivated by new digital technologies, network-based services and media-rich resources. But yielding to technocentric imperatives is usually a poor start to curriculum design in higher education. In this presentation we sketch out how we designed and orchestrated a large subject where various forms of online (and decidedly off-line) technologies were garnered for clear pedagogical purposes. Based on feedback from students and teaching staff we reflect on the deep structural elements of the unit, including: the structured lecture series that introduced dilemmas, analysed the issues theoretically, and then sought case study embodiment of good practice; an inquiry-based collaborative assignment (webquest) that introduced students to critical and reflective academic-like writing; and cornerstone videos: a series of interviews with practitioners in the field that lead to extended conversations about practical issues.
6 citations
1 Jan 2003
6 citations
1 Jan 2003
TL;DR: In this article, the authors describe a large subject where various forms of online (and decidedly off-line) technologies were garnered for clear pedagogical purposes based on feedback from students and teaching staff.
Abstract: Some proponents of online teaching seem captivated by new digital technologies, network-based services and media-rich resources. But yielding to technocentric imperatives is usually a poor start to curriculum design in higher education. In this presentation we sketch out how we designed and orchestrated a large subject where various forms of online (and decidedly off-line) technologies were garnered for clear pedagogical purposes. Based on feedback from students and teaching staff we reflect on the deep structural elements of the unit, including: the structured lecture series that introduced dilemmas, analysed the issues theoretically, and then sought case study embodiment of good practice; an inquiry-based collaborative assignment (webquest) that introduced students to critical and reflective academic-like writing; and cornerstone videos: a series of interviews with practitioners in the field that lead to extended conversations about practical issues.
5 citations
1 Jan 2003
TL;DR: This chapter discusses the design and implementation of the CellQuest and the WeatherQuest, and the author’s use of the Integrated Technology and Adoption Diffusion Model.
Abstract: xv CHAPTER 1: INTRODUCTION 1 Background 1 Overview of chapters 5 Chapter 2: Rationale for the Study 5 Chapter 3: A Brief History of Distance Learning and Literature Review 5 Chapter 4: Research Design and Methodology 7 Chapter 5: Designing the Cell WebQuest by Following the Integrated Technology and Adoption Diffusion Model (ITADM) 7 Chapter 6: David’s Use of the ITADM in Developing and Implementing the WeatherQuest 7 Chapter 7: Why Develop a Dynamic DL Community (DDLC)? ....7 Chapter 8: Conclusions to the CellQuest and the WeatherQuest ....8 CHAPTER 2: RATIONALE FOR THE STUDY 9 CHAPTER 3: A BRIEF HISTORY OF DL AND LITERATURE REVIEW ......12 What is Action Research? 17
1 Jan 2003
TL;DR: What I understand to be a WebQuest, how I have used it to engage students in their own learning, and the important lesson that introducing WebQuests has retaught me are explained.
Abstract: WebQuests are a powerful teaching and learning device that have developed rapidly in recent years, especially in the Humanities. In Australia, the use of WebQuests in Science has become popular. The multimedia product of students’ investigations can be shared with a variety of audiences. In this article, I will explain what I understand to be a WebQuest, how I have used it to engage students in their own learning, and the important lesson that introducing WebQuests has retaught me.
1 Jan 2003
TL;DR: WebQuest is described, a tool for inquiry-based or problem-based learning and instruction that integrates the resources of the World Wide Web with student learning.
Abstract: The internet offers many resources that can be used for educational purposes. Many teachers, however, are uncertain about how to incorporate the use of these resources into their classroom curriculum and instruction. This article describes WebQuest, a tool for inquiry-based or problem-based learning and instruction that integrates the resources of the World Wide Web with student learning. The benefits of using WebQuests as well as implications for use in schools are also discussed.
1 Nov 2003
TL;DR: This article used web-questions in the Middle School Classroom to help students in their studies and found that it was "I Guess It Was Pretty Fun" (http://www.clearinghouse.org).
Abstract: (2003). “I Guess It Was Pretty Fun”: Using WebQuests in the Middle School Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 76, No. 3, pp. 152-155.