This article summarizes a study that investigated how multiple tasks in WebQuests can facilitate fifth-grade students' literacy skills and higher-order thinking. The study found that WebQuests that included carefully selected, organized, and delivered multiple tasks provided opportunities for collaboration, critical thinking, and engagement that improved students' literacy and computer skills. However, the study also found that website navigation, information overload, and distractibility were challenges, and that adequate planning, organization, supervision and teacher training on effective technology use are needed for students to fully benefit from WebQuests.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
Open Access Week 2014: Open Textbook Research Overview OER Hub
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Learning analytics and Moodle: So much we could measure, but what do we want to measure? A presentation to the USQ Math and Sciences Community of Practice May 2013
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Open Access Week 2014: Open Textbook Research Overview OER Hub
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Learning analytics and Moodle: So much we could measure, but what do we want to measure? A presentation to the USQ Math and Sciences Community of Practice May 2013
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Web-based inquiry learning: Facilitating
thoughtful literacy with WebQuests
Ikpeze, Chinwe H. & Boyd, Fenice B. (2007, April). Web-Based Inquiry
Learning: Facilitating Thoughtful Literacy with WebQuests. The
Reading Teacher, v60, 644-654. Retrieved on May 16, 2009, from
http://web.ebscohost.com.library.usca.edu:2048/ehost/detail?vid=3
&hid=101&sid=3bd0806e-3b6d-4e63-baaa-
4d750ccef819%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d#db=eric&AN=EJ759040
3. This article titled Web-based inquiry learning:
Facilitating thoughtful literacy with
WebQuests discusses an action research
study that investigated how multiple tasks
found in WebQuests facilitate fifth-grade
students’ literacy skills and higher order
thinking.
6. This study focused the use of WebQuests to
design and deliver instruction to improve
classroom interaction.
The specific goal was to show how to
incorporate and use multiple tasks with
WebQuests to promote thoughtful literacy.
10. Data collection consisted of:
Observations
Field notes
Written artifacts
Evaluation rubrics
Reflective journals
Audiotapes
11. In addition:
participants were taught for 50 minutes per
lesson, 2 to 3 times in a six day cycle at the
school’s computer lab
audiotapes of structured and semi-structured
interviews of participants, classroom
interactions, and discussions were also used
12. “Findings from this study suggest that
WebQuests can facilitate thoughtful literacy
when tasks are carefully selected, organized,
and delivered. Multiple tasks provided
opportunities for collaboration, thoughtful
connections, and critical reading. Such tasks
increased students’ engagement and
motivation as well as built search, retrieval,
multimedia, and hypertext reading skills”
(Ikpeze & Boyd, 2007).
13. Challenges:
Website navigation-
Some students had problems with navigating
their way to various websites or even with
reading multimedia; however, as the project
progressed participants skills improved and
students were able to navigate more
independently.
14. Challenges:
Information Overload-
Another issue was information overload.
Participants often complained about the
amount of information on some websites.
Participants had to be taught
chunking, skimming, and scanning for
information.
15. Challenges:
Distractibility-
Another issue was distractibility. Participants
often used computer time to visit their
favorite websites, play online games, or check
email. This continued to be a problem
throughout the project.
18. Another key point that researchers made is,
“To ensure that teachers use WebQuests
constructively as a learning tool, teacher
education and professional development
programs should incorporate WebQuests.
This is important because many teachers still
do not feel comfortable using Internet
resources for their teaching” (Ikpeze& Boyd,
2007).
19. Summary of Implications:
Webquest creation
Varying teaching methods
Learner motivation
Adequate planning
Participant proficiency with Internet
Teacher proficiency with technology
Organization
Supervision
Scaffolding of learning in a Web environment
20. I think that this research study provides users
with a lot of good information about WebQuests
and their benefits to students. I think in order to
expand on this information it would be a good
idea to conduct additional action research
studies using larger participant groups that more
closely resembled an actual class size.
In addition, I think it would be good conduct
research into how much teacher training focuses
on WebQuests and the outcomes of those
trainings.
21. This research study is well-organized and
provides a thorough explanation of the action
research. The results were explained in
categories and the implications for teaching
were explained in great detail. As previously
stated action research differs from
experimental study research.
22. Some common complaints of action research
are:
Is the research driven by the researcher’s
agenda?
Is the research motivated by instrumental
goal attainment?
Is the research motivated by the aim of
personal, organizational, or societal
transformation.
23. In my opinion, action research, no matter
how well worded, gives off the appearance
that it was influenced by researchers because
there is no clear cut data that provides a
definite answer. However, I believe that the
researchers did a good job of providing
detailed information. They were quick to
point out how the project changed as it
progressed and they were willing to discuss
implications for using WebQuests in the
future.
24. In the end, the researchers stated that
WebQuests did facilitate literacy skills and
higher order thinking, but they were also
quick to say that adequate planning,
organization, supervision, and teacher
training were needed in order to see the full
benefits of WebQuests in the classroom.
25. One of the drawbacks that I found to this
research study was the small size of the
participant group. Realistically, most
classrooms have at least 15-20 students and
the fact that the participant group consisted
of only 6 participants may make it difficult for
teachers to buy into the idea that using
WebQuests will promote learning with a
larger class size.
26. Overall, I think this was good study that provides
valuable information to teachers. I like that the
researchers included information about the
amount of structure and organization required
from teachers in order for others to see similar
results with their students. I also like that the
study brings up the topic of teacher training. I
think that any research that results in
suggestions for additional teacher training in the
of technology is a benefit to all students. I hope
to use the knowledge I learned from this article
to promote teacher usage of technology in
instruction.
27. Ikpeze, Chinwe H. & Boyd, Fenice B. (2007, April). Web-Based Inquiry
Learning: Facilitating Thoughtful Literacy with WebQuests. The
Reading Teacher, v60, 644-654. Retrieved on May 16, 2009, from
http://web.ebscohost.com.library.usca.edu:2048/ehost/detail?vid=3
&hid=101&sid=3bd0806e-3b6d-4e63-baaa-
4d750ccef819%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d#db=eric&AN=EJ759040
Wikipedia: Action Research. Retrieved May 19, 2009, from
http://en.wikipedia.org/wiki /Action_research
Wikipedia: WebQuest. Retrieved May 18, 2009, from
http://en.wikipedia.org/wiki /WebQuests
Editor's Notes
Web-based inquiry learning: facilitating thoughtful literacy with WebQuestsBy Ikpeze and Boyd
For those of you that don’t know, “A WebQuest is a learning activity used by educators. Webquests were invented by Bernie Dodge and Tom March at San Diego State University in 1995. According to Dodge’s original publication a WebQuest is ‘an inquiry-oriented activity in which some or all of the information that learners interact with comes from the resources on the internet, optionally supplemented with videoconferencing’ (Wikipedia, 2009).”“WebQuests can be used not only for content learning but also to conduct research in an authentic, problem-solving environment. WebQuests are designed to make effective use of learners time and to support their thinking and active involvement at the levels of analysis, synthesis, transformation of information, decision making, and evaluation” (Ikpeze & Boyd, 2007).
“Action research is a reflective process of progressive problem solving led by individuals working with others in a team or as part of a “community of practice” to improve the way they address issues and solve problems” (Wikipedia, 2009).
“The study participants were six fifth grade students – five boys and one girl. They were all middle class European Americans. They were considered average or above average students by their teacher. The setting was an elementary school located in a small middle income suburban neighborhood near a large urban city. Technology use in the school consisted of having students learn some isolated skills, or use some educational software for specific learning tasks. Each classroom had one to two computers and the school had a well-equipped computer lab” (Ikpeze & Boyd, 2007).
Prior to collecting data, a topic for the WebQuest was selected and participants interests and choices were considered. The study lasted 10 weeks and was interdisciplinary (covering social studies, lang arts, and scienceOriginally students were selected to play various roles as a manufacturer, homeowner, teacher, or consumer using the following two guiding questions: 1. What choices can I make to protect the environment? 2. What choices can I make that would be harmful to the environment?
Upon further evaluation these questions were found inadequate and a third question was added – Why is environmental protection important?A website was then set up in collaboration with participants, where researchers posted students’ homework and links to other websites. Data collection and analysis were done using action research paradigm
*participants were taught for 50 minutes per lesson, 2 to 3 times in a six day cycle at the school’s computer lab*data sources included observations, field notes, written artifacts, evaluation rubrics, and reflective journals*audiotapes of structured and semi-structured interviews of participants, classroom interactions, and discussions were also used
Implications for teaching include: *deciding whether to to create the WebQuest from scratch or to adapt an already existing one. *the need to vary teaching methods based on group size to accommodate for various learning types*another important implication is “the need to incorporate learning that is meaningful to the learner” (Ikepeze & Boyd, 2007)
*Adequate planning on the part of the teacher is important to the successful learning of students using WebQuests. This includes organizing and supervising the learning environment.*Students also need to have some proficiency with the use of the internet
In a nutshell, “Implications for teaching include the necessity for adequate planning, organization, supervision, and scaffolding of learning in a Web environment” (Ikpeze & Boyd, 2007).
