The quest for deeper learning: an investigation into the impact of a knowledge‐pooling 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. Research issueOne important aspect of developing the use of information and communication technology (ICT) to promote learning is the growing use of the Internet as an educational resource. However, studies suggest (Gibson & Oberg, 2004; Office for Standards in Education, 2004) that despite an increasingly ICT-literate workforce, many teachers are not yet using the Internet to its maximum potential, particularly with regard to enhancing student learning through collaboration, creation and dissemination activities. Also, time on task can be put in jeopardy through use of the Internet.

Learning from industry by using an inquiry based learning approach

“…"A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet" [1,6]. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation [1].…”

“…• Introduction o To prepare and hook the students o Sample student work (sometimes) The WebQuest used in [6] contains the following stages:…”

“…Both of the WebQuests from [1] and [6] include Introduction and Task parts. [1] contains Process part and [6] contains Where to look part.…”

“…In the inquiry based learning, students are typically presented with a task to do and have to discover for themselves, with teacher facilitation as appropriate, what knowledge gaps they may have and the skills they may need to develop [5]. Inquiry skills improve student ability to acquire knowledge [6] and these skills are particularly important for Master students, so an inquiry based approach should be adopted.…”

A Sample Webquest Applicable in Teaching Topological Concepts

“…WebQuest activities for pre-service teachers are available (e.g., Allan & Street, 2007;Gülbahar, Madran, & Kalelioğlu, 2010;Halat, 2007;Halat, 2008;Halat & Jakubowski, 2001;Halat & Peker, 2011;Iskeceli-Tunç & Oner, 2014;Kurtuluş, Ada, & Yanık, 2014;Peker & Halat, 2009). Iskeceli-Tunç and Oner (2014) examined the use of WebQuests designed for the professional development of teachers.…”