WebQuests as perceived by teachers: implications for online teaching and learning.
The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by tea...
| Published in: | Journal of Computer Assisted Learning Vol. 24; no. 4; pp. 295 - 305 |
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| Main Authors: | , , , |
| Format: | questionnaire/scale research tables/charts Journal Article |
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Wiley-Blackwell
Aug2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344558&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344558 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2008 vid: 24 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344558 105344558 2010457788 10.1111/j.1365-2729.2007.00261.x 105344558 ppf: 295 ppct: 10 formats: tig: atl: WebQuests as perceived by teachers: implications for online teaching and learning. aug: au: Zheng R Perez J Williamson J Flygare J affil: Department of Educational Psychology, University of Utah, 1705 Campus Center Drive, MBH 327, Salt Lake City, UT 84116-9255, USA; Robert.zheng@ed.utah.edu sug: subj: Computer-Assisted Instruction Curriculum Development Faculty Attitudes Internet Software Design Methods Adult Aged Coefficient alpha Colleges and Universities Female Job Experience Male Middle Age Questionnaires Regression Schools, Elementary Schools, Secondary Summated Rating Scaling Teachers United States Human Adult: 19-44 years Aged: 65+ years Middle Aged: 45-64 years Female Male ab: The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers ( n = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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