Web-Based Learning

Computer-Based Scaffolding Strategy

“…Students who were invited to engage in concept mapping and to reflect on their work performed significantly better in overall reasoning than students who engaged in mapping without reflection, as well as students who wrote prose with and without reflection (Toth et al, 2002). In another example, elementary students conducting web-based inquiry were given a concept mapping tool along with guidance on how to link different concepts they encountered/were learning, and also guidance for searching and presentation design (MacGregor & Lou, 2004). Students who used the scaffolding recalled significantly more content from the investigation and also had significantly more creative and organized final presentations (MacGregor & Lou, 2004).…”

“…In another example, elementary students conducting web-based inquiry were given a concept mapping tool along with guidance on how to link different concepts they encountered/were learning, and also guidance for searching and presentation design (MacGregor & Lou, 2004). Students who used the scaffolding recalled significantly more content from the investigation and also had significantly more creative and organized final presentations (MacGregor & Lou, 2004).…”

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

“…Of the studies in which these tools were used, only seven reported findings on the impact of the guidance tool, six of which had positive results. In particular, the use of the Shared proposition scratchpad/table led to significant knowledge gains and motivated students to make more related comments (Gijlers and de Jong 2009), the Metacognitive scaffolds (in Animal investigator) were found to enhance students' performance during hypothesis development (Kim and Pedersen 2011), the Prediction scaffold enabled students to state correctly structured predictions (Lewis et al 1993), the Concept map template helped students in the organization and synthesis of information and therefore led to higher-order learning (MacGregor and Lou 2004), the Articulation box enabled students through the articulation of their reasoning to improve their modeling practices and identify possible errors (Fretz et al 2002) and the Complete predefined hypotheses appeared to be beneficial for developing a hypothesis (de Jong 2006b). Only the hypothesis scratchpad did not have a positive impact, as it was too complex for learners to use (van Joolingen and de Jong 1997).…”

Motivating Students' Foreign Language and Culture Acquisition Through Web‐Based Inquiry

“…Researchers have focused on highlighting the advantage of incorporating WebQuests into instruction in several disciplines, including business (Levi Altstaedter, Falasca, & Falasca, 2008), geography (Lara & Reparaz, 2007), science (Ikpeze & Boyd, 2007), biology (Carter, Evans, Kennedy, & Faulk, 2002; Gaskill, McNulty, & Brooks, 2006), communications (Oliver, 2008), social studies (MacGregor & Lou, 2005), gifted education (Schweizer & Kossow, 2007), teacher training (Richards, 2005; Zheng, Stucky, McAlack, Menchana, & Stoddart, 2005), research methods (Hassanien, 2006), English language teaching (Godwin‐Jones, 2004; Luke, 2006; Sen & Neufeld, 2006), and Spanish as a foreign language (Falasca & Levi Altstaedter, 2008; Levi Altstaedter et al, 2008; Luke, 2006). These examples illustrate the versatility of WebQuests as systematized, inquiry‐based tasks whose use transcends specific disciplines and fields and can easily be incorporated into instruction in diverse learning contexts.…”