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WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQue...
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... Another technology that can be effectively used to develop selfdirected learning skills is WebQuest which is an inquiry-focused activity providing possibilities for learners to interact with the information that comes from the Internet resources (Dodge, 2001;2006), to perform an authentic task that motivates them to investigate a central, open-ended question. It develops students' ability to process and organize the information they have found in the Internet, to orient their activities to the achievement of a certain purpose, and thus promote their self-direction in learning (Benz, 2001;Gaskill et al., 2006). ...
Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.
... They linked it to task-based learning and teaching, demonstrating that it helped students engage in methods of constructing meaning needed in digital education. Studies showed that WebQuest plays an essential role in promoting English speaking, reading, writing, and listening skills and enhancing students' motivation (Gaskill, McNulty, & Brooks, 2006;Laborda, 2009;Noordin, Samad, & Razali, 2008;Torres, 2007;Tsai, 2006). ...
This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms could enhance language learning, and researchers encouraged teachers to explore technology use in their classrooms. The study concluded that using technology in EFL classrooms in Saudi Arabia is promising once the educational settings, including the technology infrastructure, are ready and reliable.
... Same as a previous study taking into account students' attitudes is extremely important. This study involved students who used WebQuest as a teaching tool in the technology course [5]- [8]. This has never been done before, so this research should be carried out concerning perceived during the learning is done. ...
... WebQuest design can be easily planned to achieve specific learning goals in a specific duration of time as stated in the details. Detailed WebQuest as delivered by Dodge there are levels and attributes attached to the WebQuest design [5]. The two levels of WebQuest that must be distinguished from one another are short term and longerterm. ...
... As many EFL students do not enjoy reading in a second language, it is useful to employ motivational learning tools such as WebQuest in the second language classroom. Although Gaskill, McNulty and Brooks (2006) found no discernable difference in learning outcomes when Web-Quests were compared to traditional methods, they did find that both teachers and students enjoyed and spoke highly of WebQuest instruction. Similar to the findings of Zheng et al., Barros and Carvalho (2007) found WebQuest to be a valuable environment for teaching extensive reading as it can support motivation and promote constructivist learning. ...
... While this study specifically focused on third grade students, previous research has found that students in all grades indicate they prefer Web-quest to traditional teaching methods (Abbitt&Ophus, 2008;Noordin, Samed& Razali, 2008;Prapinwong, 2008;Puthikanon, 2009). Gaskill, McNulty and Brooks (2006), while finding no difference in learning outcomes when Web-quests were compared to conventional methods, did reveal that both teachers and students enjoyed Web-quest instruction and the learning environment it created. Although student perceptions were not the focus of this research, general impressions suggest that in agreement with the findings of Vidoni and Maddux (2014), Web-quest can be viewed as an up-to-date strategy that provides knowledge to students in an interesting and interactive way. ...
... According to Alshumaimeri and Almasri (2012), WebQuests are widely used for developing different foreign language skills in students. Such as, one of the major tasks in WebQuests is that students are allowed to put forward their views either in written or oral form while focusing on different accents and forms of English expressions (Gaskill, McNulty, & Brooks, 2006). Therefore, it is believed that students can be taught to search for information from different web sources by using WebQuests and that this improves their reading and writing skills. ...
Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.
... To demonstrate further, according to Cairns and Areepattamannil (2019) and Nadelson et al. (2013), IBST calls for science teaching and/or learning to be done in a way almost similar to the actual science practice done by professional scientists. Although research on the effects of IBST on science achievement has produced mixed results (Cairns, 2019), IBST is associated with enhanced students' interests and self-efficacy of science (Cairns & Areepattamannil, 2019;Fitzgerald et al., 2019), conceptual understanding of science (Gaskill et al., 2006;Linn et al., 2003) and the development of self-regulation skills (Crujeiras-Pérez & Jiménez-Aleixandre, 2019; Moote, 2019). Understanding NOS ensures that science teaching and learning is informed through the assumptions about the nature of scientific knowledge. ...
Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS are featured in secondary school curriculum documents for science subjects. In addition, the challenges facing the integration of IBST and NOS in science teaching in Tanzanian secondary schools are highlighted. By analysing five curriculum documents and the Basic Education Statistics in Tanzania, the study established that IBST and NOS are neither formally recognised as important aspects of science education, nor given due attention in curriculum documents. Moreover, a lack of coherence among various elements of the curriculum, which can affect the integration of IBST and NOS, was observed. Finally, it was established that several challenges such as larger class sizes, insufficient time allocation and overemphasis on content coverage need to be addressed so that IBST and NOS could be fully integrated into science teaching in Tanzania. The study does not only highlight the theoretical trends related to IBST and NOS, but also discusses their theoretical and practical implications for science teaching.
... Our research shows that scientists (Benz, 2001;Dodge, 2006;Gaskill, McNulty, Brooks, 2006;Luzón-Marco, 2010;March, 2003, etc.) explore the advantages and disadvantages of WebQuest technology, features of its application in the learning process, approaches to the use of WebQuests etc. However, the problem of using WebQuest technology in the process of learning English requires further study. ...
... Our practical experience of using WebQuest allows us to conclude on the importance of defining clear evaluation criteria, which was also emphasized by other researchers (for example, Dodge, 2006;Gaskill, & McNulty, 2006). Since WebQuest has multiple-aspect objectives, an evaluation must be based on several criteria, in particular, creativity, quality of argumentation, originality of work, quality of oral presentation, multimedia presentation, written text, skills of group work (Dodge, 2006); achievement of the goal, quality of content, performance (Lytovchenko, & Ogienko, 2018); teamwork, discussion, job protection (Gaskill, & McNulty, 2006). ...
... Our practical experience of using WebQuest allows us to conclude on the importance of defining clear evaluation criteria, which was also emphasized by other researchers (for example, Dodge, 2006;Gaskill, & McNulty, 2006). Since WebQuest has multiple-aspect objectives, an evaluation must be based on several criteria, in particular, creativity, quality of argumentation, originality of work, quality of oral presentation, multimedia presentation, written text, skills of group work (Dodge, 2006); achievement of the goal, quality of content, performance (Lytovchenko, & Ogienko, 2018); teamwork, discussion, job protection (Gaskill, & McNulty, 2006). ...
Learning and technology seem to go in hand; and this fact is more evident at the present time when most people are technology oriented and dependent. The evolution of technology has led to new learning opportunities, which at least should be considered by educators at all levels in order to adapt their teaching to the current social needs. In this sense, telecollaboration allows that students from different location can work together remotely and diluting geographical barriers. The objective of this paper is to introduce a sample of a telecollaborative teaching plan which aims at enhancing learners‘ foreign language competence as well as developing their intercultural competence by working together with other students whose nationality and mother tongue are different. To fulfill this purpose, a teaching plan is introduced, showing the steps to follow for its implementation, including materials, procedure, and assessment. Previously, this paper also introduces a literature review with the main theoretical principles and definitions of telecollaboration in the foreign language field and related to how this proposal could help learners develop their intercultural competence through a project-based approach. In conclusion, this proposal goes in line with the current social needs to train professionals who need to work in multiple online environments with people from different nationalities and who speak different languages.
... WebQuests can be interdisciplinary and inter-curricular or assigned within a single discipline. They are based on interactions among users given that they need to communicate for information and search relevant sources to reach their goals [14]. In this sense they display features of connectivism, a term which refers to social networking structures created with contemporary participative web environments (i.e. ...
The present study focuses on the use of WebQuests as an instructive method. The study explores the extent to which WebQuests can be used as an instructive tool to enhance learners’ attitude towards science concepts learning and boost student creativity, decision making, initiative taking and engagement in the lesson. WebQuests were implemented in primary and secondary schools and students’ WebQuests were evaluated. For the purposes of the study, focus group discussions with 19 randomly selected primary and secondary education teachers with 74 science topics WebQuests implemented by 446 learners altogether and with 16 learners respectively were conducted as research tools. The findings indicate a positive attitude towards science learning, especially for “difficult to comprehend” or “less familiar” topics, as well as enthusiasm and interest on behalf of both learners and teachers. However, concerns are being reported regarding curricula flexibility to allow WebQuests implementation more often.
... WebQuests can be interdisciplinary and inter-curricular or assigned within a single discipline. They are based on interactions among users given that they need to communicate for information and search relevant sources to reach their goals [14]. In this sense they display features of connectivism, a term which refers to social networking structures created with contemporary participative web environments (i.e. ...
The present study focuses on the use of WebQuests as an instructive method. The study explores the extent to which WebQuests can be used as an instructive tool to enhance learners' attitude towards science concepts learning and boost student creativity, decision making, initiative taking and engagement in the lesson. WebQuests were implemented in primary and secondary schools and students' WebQuests were evaluated. For the purposes of the study, focus group discussions with 19 randomly selected primary and secondary education teachers with 74 science topics WebQuests implemented by 446 learners altogether and with 16 learners respectively were conducted as research tools. The findings indicate a positive attitude towards science learning, especially for "difficult to comprehend" or "less familiar" topics, as well as enthusiasm and interest on behalf of both learners and teachers. However, concerns are being reported regarding curricula flexibility to allow WebQuests implementation more often.
... WebQuests can be interdisciplinary and inter-curricular or assigned within a single discipline. They are based on interactions among users given that they need to communicate for information and search relevant sources to reach their goals [14]. In this sense they display features of connectivism, a term which refers to social networking structures created with contemporary participative web environments (i.e. ...
The present study focuses on the use of WebQuests as an instructive method. The study explores the extent to which WebQuests can be used as an instructive tool to enhance learners' attitude towards science concepts learning and boost student creativity, decision making, initiative taking and engagement in the lesson. WebQuests were implemented in primary and secondary schools and students' WebQuests were evaluated. For the purposes of the study, focus group discussions with 19 randomly selected primary and secondary education teachers with 74 science topics WebQuests implemented by 446 learners altogether and with 16 learners respectively were conducted as research tools. The findings indicate a positive attitude towards science learning, especially for "difficult to comprehend" or "less familiar" topics, as well as enthusiasm and interest on behalf of both learners and teachers. However, concerns are being reported regarding curricula flexibility to allow WebQuests implementation more often.
