Abstract: The article reveals the concept of «Web-quest technologies and substantiates as didactic structure within which the teacher creates a search activity for students, sets the parameters of this activity and determines its time limits. In this case teachers cease to be» a source of knowledge but create the necessary conditions for finding information, and students are transformed from passive objects of educational activity in its active subjects. Web Quest is an interactive process in which students discover the motives for the independent gain of the required knowledge. To effectively enhance the quality of training students in the classroom in higher pedagogical schools in our opinion, the introduction of Webquest technology is essential. Web quest does not have egough coveradge in modern pedadogical literature. Web Quest is the problem task with elements of role-playing game, for the performance of which the use Internet resources is reqired.

Abstract: WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the quasi-experimental method were composed of 78 ninth-grade students and five mathematics teachers. Within this scope, WebQuests for the attainments in the domains of Data, Counting and Probability learning in the ninth-grade curriculum were developed by the researchers. The academic achievement test developed by the researchers was applied to the experimental and control groups as pretest, posttest and delayed posttest. In the implementation process, the experimental group was expected to solve the non-routine problems within WebQuests. The student and teacher opinions on the implementation were received at the end. The SPSS software package was utilized for quantitative data analysis and the qualitative data were subjected to a content analysis in the study. Consequently, it was discovered that the WebQuest teaching strategy had a positive impact on the student learning retention. Furthermore, the themes obtained through teacher and student opinions and recommendations of the study emphasize important issues for future studies.

Abstract: The era of computer-mediated-communication in almost all spheres of life, specifically in the teaching process will continue to grow inexorably. The popularity of the WebQuest as one of the most useful teaching tools in ESL has been clearly demonstrated by the number of hits the WebQuest homepage has received. As many as 7.5 million visitors have been recorded at the web site in the nine years from February 1998 to early February 2006. More importantly, the WebQuest activities are seen to have strong theoretical and pedagogical foundations. Lamb and Teclehaimanot (2005) have underscored the advan- tages of the WebQuest, stressing how the activity integrates the internet into the class- room with evaluation, analysis and transformation of information that propels the activity beyond a mere “hodge-podge collection of facts and opinions” to “a more meaningful and authentic learning experience” reflective of high-level student thinking. Hence, language pedagogy cannot and should not be immune to the advantages the WebQuest and the technologies it can offer with regard to information, resources and opportunities for global communication. The study elicits teachers’ views on the prac- ticability of the WebQuest; whether it is indeed feasible and useful to be used in the ESL classroom or is it merely a hype with potential limitations.

Abstract: The aim of this study is to investigate whether the use of social networking (SN) website-based learning activities can promote students’ critical thinking (CT) skills and their participation in course activities. For this, an educational intervention was designed and implemented through several stages, drawing from the ADDIE (Analysis, Design, Development, Implementation and Evaluation) learning design model. The intervention is a type of learning activity design based on the WebQuest model, and included open-ended questions and different SN website sources. In order to answer a given question, students were required to browse, criticise and evaluate the source content and present their thoughts in an argumentative essay. I adopted the design-based research (DBR) approach within a mixed methods research design framework to evaluate the effectiveness of the research intervention. Research tools included a CT rubric and student questionnaires as the quantitative tools; and observations, student focus groups and student reflections as the qualitative tools. The main study was conducted in one semester course (16 weeks) with 24 undergraduate female students at King Saud University (KSU), in the first semester of 2014-2015. The quantitative and qualitative data were analysed at the same stage, at the end of the semester. The quantitative data was analysed using one-way repeated measures analysis of variance (ANOVA), Pairwise Comparisons (post-hoc test) and some descriptive statistics. In addition, the qualitative data was analysed thematically using the research questions as a basis for the analysis themes. The intervention revealed positive findings in terms of students’ CT and argumentative writing skills as well as their attitudes. The findings also provide a deeper understanding of students’ perceptions of SN website usage and investigate the factors that affect students’ participation in these course activities. This study found that SN websites alone cannot promote student participation in course activities. SN website usage should be combined with other aspects/factors such as choosing activity topics, the teacher’s role in introducing and implementing activities and consideration of students’ time and other course’s requirements. This study contributes to knowledge by exploring how social constructivism propositions can apply to SN website-based learning activities to help Saudi students learn and apply CT skills.

Abstract: Webquest, first introduced by Dodge in 1995, is a research and inquiry tool that uses the Internet as a resource. The interest of the students regarding the characteristics is included in the related literature according to the researches made. There is a need for studies to be regarded by the teacher candidates for the webquests regarded by the teachers and students. The purpose of this research is to determine the opinions of Turkish teacher candidates who have knowledge about Webquest and have designed the Webquest about the Webquest and the difficulties they faced in Webquest design process. For this purpose, an interpretive basic qualitative research patterns was used in the research. The study group of the research consisted of 46 teacher candidates. The study group is composed of teacher candidates who have knowledge about the Webquest and designed Webquest before the interview. Semi-structured interview form was applied to collect data in the research. In analyzing the data, both content and descriptive analysis techniques were used together. As a result of the research, it has been found that the teacher candidates think that the webquests have many advantages for both students and the teachers, as well as there are some limitations in Webquests, and they have experienced various difficulties in the Webquest designing process, focusing on Internet resources.

Abstract: The study aimed at investigating the effect of a WebQuest-Based Program (WQBP) on developing the EFL listening and speaking skills General Secondary School. The participants of the study were Forty (40) Second Year General Secondary School Students from Temay AlAmdid General Secondary School, Dakahliya, Egypt. The study adopted the quasi-experimental research design to proceed the experiment. So, there were two groups: an experimental group (n= 20) and a control one (n= 20). To collect data, the researcher used multiple instruments: a listening sub-skills checklist, a speaking sub-skills checklist, a computer and Internet Skills Survey to choose the sample, two pre posttests of listening and speaking, a speaking assessment rubric, and a reflection log for students to evaluate each webquest of the program. The researcher taught both groups: the experimental group was taught through the webquest based program (WQP) while the control group was taught through the traditional way of teaching. The results of the study revealed the following: there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the listening test in favor of the experimental group;there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the speaking test in favor of the experimental group;there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the listening test in favor of the post application; there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the speaking test in favor of the post application; Hence, the effect size of the webquest program was found to be high in enhancing and developing the listening and speaking skills of the secondary school students. The study recommends using the webquest as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

Abstract: This paper investigated the impact of WebQuest on students’ critical thinking, content-knowledge acquisition, task performance and perceptions in basic Physics. This study also determined which aspect of critical thinking was best or least demonstrated by the students, and examined the correlation between students ‘critical thinking and task performance and the relationship between students’ content-knowledge acquisition and perceptions. The study employed both descriptive and inferential data analysis procedures. More broadly, this study utilized a case study format. As such, through classroom observations, structured and unstructured interviews, the researcher gained a deeper understanding of the students’ views and experiences. The key findings of this study showed that participants had significant gains in both critical thinking and content-knowledge acquisition. As far as students’ perceptions were concerned, the analysis also showed that students responded positively on the use of WebQuest model in terms of collaboration, creativity, motivation, and knowledge enhancement but were not in time management. A low to moderate, correlation was found between critical thinking and task performance. In contrast, there was negligible correlation between students’ academic performance and perceptions. Thus, this study demonstrated that students viewed WebQuest favorably irrespective of their ability to learn and it suggests that WebQuest model can be a useful tool for student learning.

Abstract: The study sought to investigate the effect of WebQuest in the development of the skills of statistical thinking for the tenth grade students in the Sultanate of Oman. To achieve this objective, the study was applied to two groups: one is experimental and the other is control and regulator. The two groups consisted of (30) students from the tenth grade. Both groups sat for test of statistical thinking about the content of the statistical approach of the tenth grade before and after the experiment. The results showed statistically significant differences (p < 0.05) in favor of the experimental group that was using the WebQuest. The study recommended the WebQuest be used in the development of the mathematical thinking skills in general, and statistical thinking, in particular, based on its effectiveness. Training courses and workshops are recommended for those in charge of teaching math statistics.

Abstract: The integration of technology into English Language Teaching (ELT) has been developed recently. Many studies revealed that the impacts of English instructional technology can enhance the students’ English learning achievements. However, there are some problems that need more concern from educators.One of them is reading comprehension as it is one of the crucial skills in National Examination in Indonesia. To empower students’ reading comprehension, the successful integration of English instructional technology into ELT could be the solution to cope with it. In this study, Webquest is an instructional technology tool used to increase students’ reading comprehension achievements. Sixty two of senior high school students were involved as participants of this study. By conducting experimental research, thirty-one students were in the experimental group and the others were in the control group. The results revealed that the experimental group achieved higher scores than the control group. It indicates that Webquest is effective to improve students’ reading comprehension achievements. In a nutshell, the implementation of technology in ELT could empower students’ reading comprehension. Key words: English instructional technology, reading comprehension, Webquest

Abstract: The usage of WebQuest in learning second/foreign language can be very useful to help the young learners develop the target language ability easier. Using WebQuest in learning language allows the young learners to experience learning the target language through electronic material rather than simply using the conventional paper and pencil materials. WebQuest was able to give them a new experience of learning and a positive drive to increase their motivation in learning the target language. Based on this idea, this research tried to reveal the implementation of WebQuest to support the success of teaching English for young learners. This research attempted to find the perception on the introduction of WebQuest to sixth-semester students of the English Study Program, Universitas Brawijaya Malang who enroll the elective course EYL. For this particular research, a qualitative research design was used. The researchers only chose 20 students of EYL class to picture the overall perception both for high achiever and low achiever students. Thus, it met the feasibility of the research. The data were collected using questionnaire. The researchers tried to relate the questionnaire contents to the rubric of evaluating WebQuest proposed by [23] and [24]. This study has revealed that the Students of EYL class has very positive responses toward the introduction of WebQuest for EYL class. WebQuest was regarded as an innovative teaching technique which could be integrated for all language skills. WebQuest allows multiple modals of exposure and designed for both individual and group activity for EYL class. It was also found that as a part of virtual learning, WebQuest has some weaknesses. WebQuest needs Internet connections and a set of computer system/laptop/gadget to be able to accomplish the tasks. If the WebQuest was not well designed in a systematic and sequenced arrangement, it would make the learners confused and frustrated by the many hyperlinks and access. To implement WebQuest for English language teaching, especially EYL, a good planning and design were needed in order to meet the learners’ needs in learning. Finally, the researchers suggest future researchers who are interested in investigating WebQuest implementation for language learning could cover the other features of WebQuest, such as the assessment of WebQuest. Keywords—Perception; WebQuest; student; EYL.

Abstract: The information technology affects the way we learn and live Through the new technologies the range of means of access to information can be enriched By preferring experiential learning, the current generation of students explores the potential of different training environments, and use learning methods that rely on technology The expectations of the society and of the educated have changed quite a lot in recent years and the digital environment favors the formation of new skills in students We believe that the educational software that is available in cyberspace provides means for a genuine education in accordance with the requirements of the information society Having a formative character and applied valences, exploiting new technologies and coming towards the needs and interests of students, the WebQuest technique is increasingly used in the Romanian education The research sample includes a number of 119 subjects (students – undergraduate and master – and preschool teachers) We have decided to record and interpret qualitatively the responses of the subjects included in the research and also issue some suggestions and proposals for the future use of this technique

Abstract: RESUMO : Este trabalho discute a aplicacao da ferramenta tecnologica Webquest para ministrar os conteudos de avaliacao educacional e de avaliacao aos alunos do curso de Pedagogia de uma instituicao particular de ensino superior da cidade de Londrina-PR. A questao principal de investigacao e: de que forma os graduandos concluintes do curso de Pedagogia percebem a utilizacao da Webquest em uma atividade didatica? Essa questao e relevante porque, atualmente, alem de tal recurso ser uma forma diferenciada de ferramenta tecnologica em sala de aula, o uso de Tecnologias de Informacao e Comunicacao tem possibilitado um impacto qualitativo no processo de ensino-aprendizagem. Para isso, foram utilizados os tipos de pesquisa descritiva bibliografica, de campo e experimental . O ponto de partida sao as concepcoes de Kenski (2003), Dod g e (1996) e Ramos (2008), o planejamento, a intervencao pedagogica e a avaliacao de uma atividade didatica utilizando a Webquest . Os resultados indicam que a atividade contribui para a aprendizagem, motiv a os alunos e permit e que os graduandos se familiarizem e conhe cam uma proposta de uso da tecnologia como contribuidora do processo de ensino-aprendizagem. ABSTRACT : This work discusses the application of the technological tool Webquest to teach contents of educational evaluation and evaluation to the students of the Pedagogy course from a private institution of higher education of Londrina-PR. The main question of investigation is: in which way do the pedagogy course undergraduate students perceive the use of the Webquest in a didactic activity? This question is relevant because, currently, besides being a different technological tool in the classroom, the use of Communication and Information Technologies has taken a qualitative impact in the teaching-learning process. For that, the bibliographical descriptive, field and experimental researches were used as the methodology. The starting point is the conceptions discussed by Kenski (2003), Dodge (1996), and Ramos (2008), about the planning, the pedagogical intervention and the evaluation of a didactic activity using the Webquest. The results indicate that the activity contribute to the learning, motivating the students and allowing them to know and get familiar with the purpose of the technological use as a contributor of the teaching-learning process .

Abstract: Mahasiswa universitas terbuka mayoritas telah menggunakan pembelajaran berbasis web, akan tetapi dalam web universitas terbuka belum menyajikan video pembelajaran yang dikemas secara bagus dengan di upload di menu webnya, kemudian mahasiswa FKIP jurusan pendidikan matematika dalam tutorial online belum disajikan suplemen materi berupa web tambahan yang disesuaikan dengan kebutuhan mata kuliah pendidikan matematika II. Penelitian R & D ini bertujuan untuk mengembangkan media webquest dengan model flipped classroom. Hasil penelitian menunjukkan bahwa produk desain webquest telah divalidasi oleh 2 orang validator dari UNISSULA dan UPGRIS Semarang dengan rata-rata validasinya 88,5 dan 92,5 artinya produk webquest layak untuk digunakan dalam proses pembelajaran mata kuliah pendidikan matematika II di universitas terbuka, kemudian webquest telah diterapkan dalam proses tutorial dengan mahasiswa wajib untuk membuka materi, video pembelajaran, quiz dan respon timbal balik mahasiswa dengan mahasiswa wajib membukanya di rumah masing-masing sebelum proses tutorial online.

Abstract: Home education is a form of alternative education that emphasizes on parents’ beliefs and values, strengthening family ties in their children's education. The purpose of this study is to produce a home education resource management model for Internet-based learning in Malaysia as a guideline in resources management for teaching and learning home educate children. This study used the Interpretive Structural Modelling (ISM) as a method of research to develop a model and map the relationships. This study was dismantling a complex system into several sub-systems using practical experience and knowledge of practising home educators in Malaysia. The expert group with 8 respondents from five practising home educators; a Lecturer of Teacher Education Institute, A Curriculum Lecturer in Local Universities, a policy officer of the Research and Education (EPRD) participated in the development of a hierarchical model of the ISM. The expert group reached consensus on eight Internet-based learning resources for home education are the Web Site; Online Materials Development; Access information via the Internet (WebQuest); M-Learning; Digital Library; e-Book, Interactive Media and Social Media. The study provides guidelines for home education parents to manage learning and teaching resources according to priorities to ensure optimal outcomes.

Abstract: The teaching of history is strongly marked by the concern of building, beyond the factual knowledge, a critical conscience in the students. Alongside this, we live in a reality marked by the intense information flow, available through the new information technologies, particularly the internet. In this way, the following problem arises: how to combine this great amount of information with the construction of a critical conscience, based on reliable information? The present case study searches through the use of WebQuests, a strategy that favors the teaching-learning relationship, to support the development of reflection and criticism of both the teacher and the student. Since it allows the teacher to select the resources available in the world-wide web, being able to make possible the contact with instructional materials to the research group involved in this case, students of the second grade of the High School. I selected those that will in fact contribute to the construction of a trustworthy knowledge that stimulates the critical sense when comparing diverse sources and materials, in the midst of an active learning process. According to this teaching-learning perspective, teachers are no longer the main knowledge depository and become methodological consultants and mediators of knowledge. The research is defined as a descriptive and analytical qualitative study, based on a private school in the city of Londrina (Brazil). As a result, it will be verified if the students, after the use of WebQuests, understand the importance of conducting research in so-called trusted places, in addition to perceiving the contributions of the WebQuest in the classroom, validating it.

Abstract: Teachers nowadays have been concerned on using technology in teaching in their classroom since it helps them a lot in engaging students. It also refers to how the teachers apply online learning. Moreover, it offers many joyful teaching activities and also becomes one of the alternative ways to facilitate teaching and learning process. Webquest is an example of instructional tool used by teachers to create English materials in terms of giving their students a better comprehension in learning English especially reading skill. This study is aimed to know its application in reading class. Surely, a descriptive study goes along with the way Webquest is applied. The samples were taken purposively from Junior High School in first grade. Both teachers and students‘ perception toward using Webquest were also exploited to the fullest. It is revealed that using digital learning especially Webquest as instructional tool in reading class can help teachers to elevate students‘ comprehension of particular texts easily and also help students to obtain better knowledge in learning online environment. Hence, Webquest application should be a springboard for the teachers to always rejuvenate their English materials.

Abstract: In this article we discuss the use of WebQuest technology in some practices experienced in the discipline Teaching Methodology and Language Learning, offered by the course Language Arts (Spanish) at the Universidade Federal de Sergipe. Together with expanding their knowledge about language teaching methods, the aim of the project was that students could improve their level of computer literacy and could discuss social appropriation of digital technologies in the field of language teaching and learning. During the process, students could discuss texts that deal with the main language teaching methods as well as others that are concerned with the issue of digital literacy and specific terms that relate to WebQuests (Levy, 2010; Xavier, 2005; Dias, 2010; among others). The results achieved were the creation of WebQuests; the development of a deep reflection on the importance of the pedagogical use of technology in language teaching and the improvement of students’ digital literacy.