WebQuests as language-learning tools

Aydın, Selami

doi:10.1080/09588221.2015.1061019

Cited by 24 publications

(25 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One study also suggested including an additional Share and Compare stage in the WebQuest activity after learners have finished their work so as to encourage them to experience solutions, make comparisons with peers, and reflect upon their learning (Young & Wilson, 2002). Moreover, numerous studies have revealed that incorporating WebQuest and learning strategies into instruction such as project‐based learning instruction (Chen, 2019; Laborda, 2009), the problem‐solving method (Aydin, 2016), the 5E‐learning model (Şahin & Baturay, 2016), cooperative learning (Kurtulus¸ & Kılıc¸, 2009), discovery and the scaffolded learning method (Şahin & Baturay, 2016) promoted experiential and meaningful learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating modified WebQuest activities for programming learning

Wang

2021

Computer Assisted Learning

View full text Add to dashboard Cite

The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tasks such as debugging practice to encourage learners to develop their problem‐solving abilities. The WebQuest learning sheets include the following four parts, introduction, task, resources and evaluation, and the learners had to complete the tasks without the detailed processes. After they had tried to solve the problem for approximately two weeks, the detailed WebQuest processes were provided. A total of 109 learners (third year of college) participated in the study and were separated into two groups. The experimental group underwent WebQuest teaching, while the control group received the traditional IT‐integrated teaching. The study duration was 18 weeks (3 hr/week). The results indicated that the modified WebQuest activity gave learners scaffolding to do try‐and‐revise practice, and the processes of using provided possible information to test and debug the resulting codes encouraged them to associate and analyze learning information before programming and then to generalize the programming steps on their own instead of following the instructor's step‐by‐step instructions. The learners thus have a deep understanding of the programming concept rather than surface learning. The findings revealed that the modified WebQuest activity is a helpful form of scaffolding for promoting learners' positive learning experiences regarding organizing information and problem solving and reasoning skills. Besides, integrating debugging practice in the WebQuest activity could promote learners' intermediate and advance level programming ability. Subsequent research could further explore the effects of adding after‐practice WebQuest activities to assist and trigger learners' self‐reflection for refining their problem‐solving processes after the in‐class WebQuest activities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Integrating modified WebQuest activities for programming learning

Wang

2021

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Internet-based resources to find the information that they will use for problem solving (Aydin, 2016;Bahč, 2016).…”

Section: Lukamentioning

confidence: 99%

Design thinking in pedagogy: Frameworks and uses

Luka

2019

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…The study introduced theoretical background behind WebQuest use and examined this tool as foreign language-learning processes and second-language acquisition. The results demonstrated that the use of WebQuest improves interaction, critical thinking, knowledge application, social skills, communication, learning, problem-solving skills, and higher order thinking skills (Aydin, 2016). Further, it helps in acquiring linguistic knowledge in a secure atmosphere, with positive impact on reading skills and vocabulary knowledge.…”

Section: Review Of Literaturementioning

confidence: 93%

“…The results revealed WebQuests as the most used tool by the teachers and regarded it as supportive in the teaching practices. This device provides students with an opportunity to use several internet sources, and it is also known as an interactive learning exercise (Aydin, 2016). Indeed, WebQuests are considered as the most structured, promising, and accessible application in the field of online education.…”

Section: Introductionmentioning

confidence: 99%

Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

Mohammmad¹,

Albahiri²

2020

IJEL

View full text Add to dashboard Cite

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

show abstract

WebQuests as language-learning tools

Cited by 24 publications

References 50 publications

Integrating modified WebQuest activities for programming learning

Integrating modified WebQuest activities for programming learning

Design thinking in pedagogy: Frameworks and uses

Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

Contact Info

Product

Resources

About