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    The Quest for deeper learning: an investigation into the impact of a WebQuest in primary initial teacher training

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    Authors
    Allan, Joanna
    Street, Mark
    Issue Date
    2007
    
    Metadata
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    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
    URI
    http://hdl.handle.net/2436/21716
    DOI
    10.1111/j.1467-8535.2007.00697.x
    Additional Links
    https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00697.x
    Type
    Journal article
    Language
    en
    ISSN
    00071013
    14678535
    ae974a485f413a2113503eed53cd6c53
    10.1111/j.1467-8535.2007.00697.x
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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