The quest for deeper learning: an investigation into the impact of a knowledge-pooling WebQuest in primary initial teacher training.

• Autores: Jo Allan, Mark Street
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 38, Nº. 6, 2007, págs. 1102-1112
• Idioma: inglés
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• Dialnet Métricas: 6 Citas
• Resumen

  • This paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The level of learning achieved by respondents is analysed using Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy. With judicious use of a ‘pooling knowledge stage’, and provided that students are fully aware of the desired learning outcomes, the findings suggest that WebQuests do have the potential to promote high-order learning. The paper concludes by suggesting the need for further research into the potential of WebQuests to promote high-order learning within different disciplines in higher education.