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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): 1102–1112
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.
dc.language.isoen
dc.publisherBlackwell Synergy
dc.relation.urlhttps://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00697.x
dc.subjectTeacher education
dc.subjectStructure of the Observed Learning Outcomes
dc.subjectWebQuests
dc.subjectPrimary initial teacher training
dc.subjectHigher education
dc.subjectKnowledge-pooling
dc.subjectHigh-order learning
dc.subjectLearning outcomes
dc.titleThe Quest for deeper learning: an investigation into the impact of a WebQuest in primary initial teacher training
dc.typeJournal article
dc.identifier.journalBritish Journal of Educational Technology
html.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.


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