Web Quest as a Tool for Increasing Students’ Motivation and Critical Thinking Development

Averkieva, Liubov; Chayka, Yulia; Glushkov, Sergey

doi:10.1016/j.sbspro.2015.10.042

Cited by 11 publications

(13 citation statements)

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“…March 15 worked closely with Dodge in developing the process and attributes of WebQuests, as well as the educational theory supporting the use of this teaching strategy. The constructivist and technology-enhanced approach to learning formed the foundation of the attributes required to design high quality WebQuests 15,16 .…”

Section: What Is a Webquest?mentioning

confidence: 99%

“…The cornerstone of a well-designed WebQuest is the nature of the overall activity and tasks. The tasks should not merely require the student to present the information sourced from the internet, but rather apply it to a problem, challenge or skill 16,17 . The task stimulates the student's critical thinking, approach to problem-solving and judgement, and action in the task context is required 14,15,17 .…”

Section: What Is a Webquest?mentioning

confidence: 99%

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First-year students' experience of a WebQuest to explore the University's online resources and virtual learning environment

Barnard-Ashton¹,

Linde²,

Rothberg³

et al. 2018

S. Afr. j. occup. ther

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Typically, students enter the higher education environment with a diversity of computing and technology experience due to varied high school exposure and socioeconomic circumstances 1,2. It is therefore important to establish their digital literacy and access to technology to ensure their readiness for the Blended Learning (BL) components of the curriculum 1,3. Students should also be orientated to the online tools and resources available at the University during the initial weeks of their first year to ensure they all have equal understanding and skill for participating in academic tasks 3. Traditionally the first-year occupational therapy and physiotherapy students have been attending an orientation workshop in a computer laboratory which takes them step-by-step through how to access and use the Virtual Learning Environment (VLE), the online library resources, anti-plagiarism software and their student email accounts. During the orientation workshops, the proficient students tended to be bored with having to wait for others to catch up, and the inexperienced students were stressed by perceived pressure to hurry up when they did not understand the work. It became obvious that the step-by-step, face-to-face approach was frustrating most of the students. The opportunities afforded by using a WebQuest were explored as a possible way to 'practice what we preach' by using interactive e-learning in the orientation session.

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Section: What Is a Webquest?mentioning

confidence: 99%

Section: What Is a Webquest?mentioning

confidence: 99%

First-year students' experience of a WebQuest to explore the University's online resources and virtual learning environment

Barnard-Ashton¹,

Linde²,

Rothberg³

et al. 2018

S. Afr. j. occup. ther

View full text Add to dashboard Cite

show abstract

“…The form of critical analysis and the scoring guideline consisted of the following components can be seen in Table 1. The scoring indicator of essay test in determining students' critical thinking skills followed Averkieva et al (2015) and Arifin (2012), as follow: 1) grammar, 2) completeness, 3) consistency of information delivered, 4) creativity 5) defining, 6) developing information and 7) conveying arguments. Table 2 presents the indicator and description of critical thinking skill of student possess.…”

Section: Research Proceduresmentioning

confidence: 99%

“…Table 2 presents the indicator and description of critical thinking skill of student possess. The results of the critical analysis are based on the answers of the essay test which then measured using rubrics on a 1-4 scale (Arifin, 2012;Averkieva et al, 2015). The scores and the criteria were as follows: 1 point for unclear, 2 points for less clear, 3 points for clear, and 4 points for very clear.…”

Section: Research Proceduresmentioning

confidence: 99%

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Lukitasari¹,

Hasan²,

Murtafiah³

2019

JPBI

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Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.

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“…In this paper, we propose a way to build the OER in form of OKMindmap to use in teaching and learning. WebQuest [8] is built in OKMindmap style for teacher using to flip the classroom. Big Book is a name we suggested to mention about the porfolio in OKMindmap style that students create during their learning.…”

Section: Introductionmentioning

confidence: 99%

The building OER in okmindmap for innovative teaching and learning

Bui¹,

Kim²,

Ho³

et al. 2018

IJET

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Open educational resources (OER) are important because they help improve education across the globe, especially for developing countries. In this paper, we introduce a WebQuest that was built in OKMindmap style as suitainable OER model. We focused on how to deploy several skills of 21st century namely collaboration, communication, critical thinking, computational thinking and creativity in teaching and learning using online tools such as OKMindmap, Scratch, Youtube and Facebook to high school teacher practice in Can Tho University of Viet Nam. In the current study, OER in one OKMindmap page was built and used for learning and teaching. WebQuest in OKMindmap style was made by teachers as an assignment for 140 students in their coursework. The students' learning products in OKMindmap style called Big Book are shared to Facebook for helping our community in their long life learning. A case study investigated is a Mekong River WebQuest which asks student to do Scratch projects to present their knowledge and concerns about Mekong Delta dealing with the climate change problem and Mekong river pollution nowadays. This work shows how to apply our suggested WebQuest model effectively in schools as OER to make the teaching and learning more creative and happier for the young generation.

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Web Quest as a Tool for Increasing Students’ Motivation and Critical Thinking Development

Cited by 11 publications

References 0 publications

First-year students' experience of a WebQuest to explore the University's online resources and virtual learning environment

First-year students' experience of a WebQuest to explore the University's online resources and virtual learning environment

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

The building OER in okmindmap for innovative teaching and learning

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