The use of a WebQuest to support undergraduate nurses

Drozd, Mary; O’Donoghue, John

doi:10.1016/j.teln.2007.03.001

Cited by 6 publications

(6 citation statements)

References 11 publications

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“…Despite common concerns about the digital literacy of first year students 1,2 , the study groups were confident about their electronic media proficiency, which primes them for blended learning. Drozd and O'Donoghue 27 highlighted that the success of a WebQuest may be impacted by the students' access to computers and digital literacy skills, however, in this study, less than 1% of students were limited by access, and a small percentage of students felt that their electronic media proficiency was poor/average (7.6%). The readiness of these students suggests that WebQuests are a viable BL strategy in this population, but the difficulty of the WebQuest may be a factor.…”

Section: Discussionmentioning

confidence: 54%

“…For a We-bQuest to be successful, it needs to be authentic and real-world 15 -which is validated in the student comments that the content of the WebQuest was meaningful and valuable and 62.9% felt the WebQuest made the learning process more interesting. Studies of the benefits of using WebQuests seldom consider the students' perceived enjoyment as a construct to investigate, rather adding minor anecdotal comment on observed indications that students have enjoyed it 19,27 . There were very few negative responses, but students were divided between being undecided (39.4%) and being positive (44.6%) concerning their enjoyment of the WebQuest.…”

Section: Discussionmentioning

confidence: 99%

“…Sanford et al 26 propose two detailed examples of WebQuests which could be used in the continued professional development of nurses, but give no evidence of having executed either example in practice. Drozd and O'Donoghue 27 implemented a short-term WebQuest with 11 undergraduate nursing students. Four students did not complete the WebQuest, either due to poor computer skills or late registration for the course.…”

Section: What Is a Webquest?mentioning

confidence: 99%

“…The seven students who completed the WebQuest were positive about the learning process, the novelty and their knowledge gain. It was however emphasised that WebQuests should be launched face-to-face to ensure student understanding of and access to technology, and that direct alignment to the curriculum would make it more relevant 27 . In an era in which BL is prominent in higher education, it is surprising that health professionals' education is relatively oblivious to this tool.…”

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: Discussionmentioning

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Section: What Is a Webquest?mentioning

confidence: 99%

Section: What Is a Webquest?mentioning

confidence: 99%

See 2 more Smart Citations

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

“…According to March, Drozd and O’Donoghue assert that the most important factor related to the students’ learning in using the Web Quest is how the professors relate technology-based activities to other learning activities ( Drozd & O’Donoghue, 2007 ).…”

Section: Discussionmentioning

confidence: 99%

Integrated Method of Teaching in Web Quest Activity and Its Impact on Undergraduate Students' Cognition and Learning Behaviors: A Future Trend in Medical Education

Jahromi¹,

Mosalanejad²

2015

GJHS

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Introduction:Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students’ learning behaviors.Materials and Methods:In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according toWeb Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient’s treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet. Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools.Results:The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values.Conclusions:In view of Web Quest’s positive impacts on students’ learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.

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Professionalisation of gerontological nursing — The development of an international online gerontological master degree programme

Brunner

Kada

2010

Nurse Education Today

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The use of a WebQuest to support undergraduate nurses

Cited by 6 publications

References 11 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

Integrated Method of Teaching in Web Quest Activity and Its Impact on Undergraduate Students' Cognition and Learning Behaviors: A Future Trend in Medical Education

Professionalisation of gerontological nursing — The development of an international online gerontological master degree programme

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