ERIC Number: EJ801299
Record Type: Journal
Publication Date: 2008-Aug
Abstractor: As Provided
Reference Count: 39
WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning
Zheng, R.; Perez, J.; Williamson, J.; Flygare, J.
Journal of Computer Assisted Learning, v24 n4 p295-304 Aug 2008
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.
Descriptors: Constructivism (Learning), Elementary Secondary Education, Online Courses, Interpersonal Relationship, Interaction, Elementary School Science, Higher Education, Teacher Surveys, Scaffolding (Teaching Technique), College Science
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: United States