Allan, JoannaStreet, Mark2008-03-272008-03-272007British Journal of Educational Technology, 38 (6): 1102–1112000710131467853510.1111/j.1467-8535.2007.00697.xhttp://hdl.handle.net/2436/21716This 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.enTeacher educationStructure of the Observed Learning OutcomesWebQuestsPrimary initial teacher trainingHigher educationKnowledge-poolingHigh-order learningLearning outcomesJournal articleBritish Journal of Educational Technology