2.50
Hdl Handle:
http://hdl.handle.net/2436/21716
Title:
The Quest for deeper learning: an investigation into the impact of a WebQuest in primary initial teacher training
Authors:
Allan, Joanna; Street, Mark
Abstract:
This paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The level of learning achieved by respondents is analysed using Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy. With judicious use of a ‘pooling knowledge stage’, and provided that students are fully aware of the desired learning outcomes, the findings suggest that WebQuests do have the potential to promote high-order learning. The paper concludes by suggesting the need for further research into the potential of WebQuests to promote high-order learning within different disciplines in higher education.
Citation:
British Journal of Educational Technology, 38 (6): 1102–1112
Publisher:
Blackwell Synergy
Journal:
British Journal of Educational Technology
Issue Date:
2007
URI:
http://hdl.handle.net/2436/21716
DOI:
10.1111/j.1467-8535.2007.00697.x
Additional Links:
http://www.wlv.ac.uk/Default.aspx?page=15125; http://www3.interscience.wiley.com/journal/117984254/abstract
Type:
Article
Language:
en
ISSN:
00071013; 14678535
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorAllan, Joanna-
dc.contributor.authorStreet, Mark-
dc.date.accessioned2008-03-27T15:01:40Z-
dc.date.available2008-03-27T15:01:40Z-
dc.date.issued2007-
dc.identifier.citationBritish Journal of Educational Technology, 38 (6): 1102–1112en
dc.identifier.issn00071013-
dc.identifier.issn14678535-
dc.identifier.doi10.1111/j.1467-8535.2007.00697.x-
dc.identifier.urihttp://hdl.handle.net/2436/21716-
dc.description.abstractThis paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The level of learning achieved by respondents is analysed using Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy. With judicious use of a ‘pooling knowledge stage’, and provided that students are fully aware of the desired learning outcomes, the findings suggest that WebQuests do have the potential to promote high-order learning. The paper concludes by suggesting the need for further research into the potential of WebQuests to promote high-order learning within different disciplines in higher education.en
dc.language.isoenen
dc.publisherBlackwell Synergyen
dc.relation.urlhttp://www.wlv.ac.uk/Default.aspx?page=15125en
dc.relation.urlhttp://www3.interscience.wiley.com/journal/117984254/abstracten
dc.subjectWebQuestsen
dc.subjectPrimary initial teacher trainingen
dc.subjectHigher educationen
dc.subjectKnowledge-poolingen
dc.subjectHigh-order learningen
dc.subjectLearning outcomesen
dc.subjectTeacher education-
dc.subjectStructure of the Observed Learning Outcomes-
dc.titleThe Quest for deeper learning: an investigation into the impact of a WebQuest in primary initial teacher trainingen
dc.typeArticleen
dc.identifier.journalBritish Journal of Educational Technologyen
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.