The Quest for deeper learning: an investigation into the impact of a WebQuest in primary initial teacher training
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): 1102–1112Publisher
Blackwell SynergyJournal
British Journal of Educational TechnologyType
Journal articleLanguage
enISSN
0007101314678535
ae974a485f413a2113503eed53cd6c53
10.1111/j.1467-8535.2007.00697.x