Effectiveness of WebQuest based Instruction on student’s Achievement and Critical Thinking: A Review
Richa Bansal, Ph.D. Scholar, Education, Panjab University, Chandigarh
Dr. Sunil Dutt, Professor, Education & Educational Management, National Institute of Technical Teachers Training & Research, Chandigarh
1. Introduction
As a result of rapid development of technology world over, students are interacting with computer, and mobile phones in daily life. A dramatic increase in the availability and capabilities of computers has been observed in education and other disciplines (Brown, 2001). As an indispensable part of computers, the internet has now being widely used world over for a number of reasons: social networking, entertainment, communication, education etc. Being interested, most students spend a lot of time with their personal computer either playing game or surfing the Internet. Internet based information and resources, vast and varied, now serve as a rich repository of knowledge, ideas and activities, capable of helping us “engage in active, constructive, intentional, authentic and cooperative learning”. (Jonassen et al. 2003). As the continuing goal of modern pedagogy is to help learners develop higher order thinking, critical thinking and problem solving skills through active engagement rather than passive reception, teachers are often challenged to provide learning environments that are learner centred, authentic, problem based and collaborative (Bradshaw et al. 2002).
Against this backdrop, Jonassen et al. (2003) suggested that effective and educationally valid use of the internet should involve the development and articulation of intended learning goals and the alignment of these goals with inquiry based learning activities. However, since locating quality information on the Internet presents a variety of challenges, learners need to be able to sort through the large information to find the most relevant pieces. Bernie Dodge originated the WebQuest, a framework for teachers to structure student centered learning using prescribed tasks and pre selected Internet resources (Dodge, 1995). There are two types of WebQuests, short-term (which take between one and three days to complete and generally introduce new ideas to students) and long-term (which take longer than three days to complete and generally build on students’ existing knowledge). As WebQuests challenge students’ intellectual and academic ability rather than their simple web searching skills, they are said to be capable of increasing student motivation and performance (March, 1998), developing their collaborative and critical thinking skills (Perkins & McKnight, 2005), and also enhancing their ability to apply what they have learned to new learning (Pohan et al., 1998). WebQuests have thus been widely adopted and integrated into K12 and higher education curricula (Zheng et al. 2005). A casual look at literature however reveals that whereas most studies tend to focus on the design and development of WebQuests (Pohan et al., 1998), the bulk of the assertions being made about their pedagogical usefulness are more of predictions based on their characteristics rather than on evidence from empirical studies.
However, there is no study conducted in this field in India, to the best knowledge of the researchers. It is, therefore, necessary to make a thorough review of existing research literature to further explore studies made that determine the effect of use of WebQuests on students’ learning and their critical thinking ability. This brief paper shares the findings in respect of the nature of WebQuests, how they are integrated into curricula and their ability to promote critical thinking in learners have been explored. Implications for teaching and learning with WebQuests will then be made along with suggestions for further research.
2. Concept of WebQuest
Dodge defined it as “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet, optionally supplemented with videoconferencing” (Dodge, 1997). In simple words, a WebQuest is a teacher-constructed, Web-based lesson. Six major components of the WebQuest model as designed by Dodge include:
• Introduction (serves to launch the topic of study by providing interesting background information)
• Task (a general description of the assigned task which is interesting; These might include web documents, experts available via email or real time conferencing, searchable databases on the net, and books and other documents physically available in the learner’s setting).
• Processes (a general description of the assigned task which is interesting).
• Resources (a set of information sources needed for completing the task).
• Evaluation (usually in the form of a rubric used for assessing students’ work).
• Conclusion.
As teaching tools, WebQuests have many advantages. Firstly, they focus and direct students’ Web searches. Secondly, large amount of information can be generated while searching the Web through the use of search engines and directories. Thirdly, by conducting the preliminary Web searches themselves, and then placing all of the necessary resources to complete the task within the WebQuest, educators simplify the Web-browsing process and direct students’ Internet experiences to enable them have greatly improved chances of completing the tasks. Therefore, WebQuests challenge student intellectual and academic ability rather than Web searching skills (Summerville, 2000).
3. Critical Thinking
Critical thinking has been defined by different authors, some consider it as a product, an end result, critical thought and the process. The concept is often limited to logic, reasoning skills and problem solving. Watson and Glaser (1980) view critical thinking as, “a composite of attitudes, knowledge and skills”. Ennis (1987) remarked critical thinking as reflective and reasonable thinking that is focused on deciding what to believe or do.
The National Council for Excellence in Critical Thinking Instruction (2006) defines critical thinking as, “that mode of thinking about any subject, content, or problem in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them and is closely related to educational goals to create lifelong learners because critical thinking is a skill that is applied across multiple subjects”. Critical thinking is self directed, self disciplined, self monitored and self corrective thinking. A critical thinker improves the quality of his or her thinking by skillfully analyzing, assessing and reconstructing it.
4. WebQuest and Critical Thinking
Cultivation of students’ critical thinking, a desirable outcome of learning, has been one of the primary goals of education. Studies show that Web-Quest learning is supported by four underlying constructs: critical thinking, knowledge application, social skills, and scaffolded learning (Dodge, 1995, 2001; Pohan et al., 1998; Brucklacher & Gimbert, 1999); Some have embraced the WebQuest strategy in class teaching and believe that it is effective because it inspires critical thinking and contextualizes learning in a way that was not previously possible (Vidoni & Maddux, 2002). Vidoni et al. (2002) compared the characteristics of WebQuests with Weinstein’s critical thinking theory and concluded that “WebQuests meet all six of Weinstein’s key elements in critical thinking and therefore are powerful tools for inspiring critical thinking skills in students”. According to Crocco et al. (2005), WebQuests can bring critical thinking, cooperative learning, authentic assessment, and technology integration in teaching and learning. Kundu and Bain (2006) described that teachers can design WebQuests to eliminate some traditional obstacles to art-based learning.
5. Webquest and Achievement
Achievement is the amount of knowledge derived from learning. It usually denotes activity and mastery an impact on the environment rather than fatalistically, accepting it competing against some standard of excellence (Dreeban, 1968). Though it has been noted that there is a lack of research with regard to effectiveness of WebQuests on achievement (Milson, 2001, 2002; Strickland, 2005), the research reported does not reveal many e advantages of this instructional method. Many of the studies found in the literature are about why WebQuest should have an impact on student learning or how to design WebQuests.
6. Methodology
The present study included a preliminary literature search for all published articles, theses, dissertations, and conference/seminar proceedings relating to the implementation of the WebQuest strategy at all levels of education. Abstract, title, and full-text searches were carried out using each source for the keywords “WebQuest” and “Web Quest,” as well as works that included a citation to the original WebQuest articles.
7. Review of Literature
Several studies have been conducted in the field of WebQuest based learning, the review of which is as given below:
7.1 Studies Related to WebQuest and Critical Thinking
Auditor and Roleda (2014) showed that participants had significant gains in both critical thinking and content-knowledge acquisition. The analysis also showed that students responded positively on the use of WebQuest model in terms of collaboration, creativity, motivation, and knowledge enhancement but were not in time management.
Zhou, Leilei, Huang, Liang, Yue and Peng (2012) showed significant differences between before and after WebQuest learning. The subscale scores of CCTDI showed significant differences in all aspects of dispositions toward critical thinking except open-mindedness and maturity.
Far (2011) found statistically significant differences at (α ≤ 0.05) in the average score in the post applying on the dimensions of optical vision in favor of the experimental group. In addition, statistically significant differences were found between the experimental group marks on the pre and post applications of the meditative thinking test with its dimensions and total mark.
Oliver (2010) studied whether WebQuest activity increases content knowledge and improves higher level thinking skills. The results showed an increase in content knowledge of the students in the experimental group (not significantly different from the control group). The teachers indicated that their students engaged in higher level thinking process while completing the WebQuest activity.
Puthikanon & Nunthika (2009) examined critical thinking and language use through the use of WebQuests in an EFL reading class. The results indicated use of critical thinking by students during the WebQuest activity at a relatively high level.
Alhileh & Nofal (2007) revealed a statistically significant difference in favor of the first experimental group followed by the second experimental group. The study also revealed that there were statistically significant differences in favor of the first experimental group as with regards to improving their achievement as compared with the control group.
7.2 Studies Related to WebQuest and Achievement
Unal and Altiparmak (2013) investigated the effects of webquests on elementary school seventh grade students’ science achievement, attitude towards science and attitude towards web based education while teaching science subjects. A meaningful difference between the control and experimental group favoring the experimental group for science achievement and attitude towards web based education was found whereas there found no meaningful difference between control and experimental group for attitude towards science.
Akçay (2009) studied the effects of WebQuest based instruction on sixth grade students’ achievement in and attitude towards content from Turkish language course. The results showed that students’ attitude and achievement increased significantly in the experimental group.
Çigrik (2008) investigated the effects of WebQuests on students’ logical thinking skills and their achievement in and attitude towards Science and Technology course and found significant mean differences of students’ achievement and logical thinking scores in favor of the experimental groups.
Kilic (2007) studied the effects of WebQuest instruction on the students’ attitude towards and achievement in mathematics and showed significant mean difference of achievement scores in favor of the WebQuest assisted cooperative learning group.
Brown and Zahner (2006) studied the effects of using WebQuest on fourth grade students’ learning in social studies and found students’ gain-score for the content acquisition as 5.5 out of 100.
Chuo (2004) studied the effects of the WebQuest writing instruction on English and the experimental design showed that both of the methods (WWI and traditional) significantly increased students’ writing performance, but the increase at experimental group were significantly more than the control group
Gorrow, Bing and Royer (2003) studied the Effects of a WebQuest on the Achievement and Attitudes of Prospective Teacher Candidates in Education Foundations. The results indicated that technology can be meaningfully integrated into a foundations course to enhance student achievement and promote positive attitudes toward the use of technology.
Castronova (2002) studied the effect of use of a WebQuest, an online instructional tool based on discovery learning and indicated that there was little or no difference in achievement. Students were more engaged in learning in the classes taught using a WebQuest.
8. Conclusion
In view of the literature studied, the investigators found mixed results in regard to WebQuests as an excellent approach for the valuable integration of technology into teaching and learning. The reason could be that there is the scarcity of research on the effects of WebQuest instruction method in the area of teaching and learning. Further, it was found that a conventional approach was either more effective or not appreciably different from the WebQuest in terms of learning and achievement. WebQuests being time consuming to develop and maintain, it is difficult to state that the WebQuest strategy is worth the effort. WebQuests are usually illustrated as a strategy that promotes higher-order thinking and critical thinking skills. While it has been established that students occupied in a WebQuest activity do exhibit a higher level of cognitive presence that in other activities (Kanuka et al., 2007), the issue remains as to which of the aspect of the WebQuest contribute to this ruling. Molebash et al. (2002) suggested that the inquiry level of the WebQuests had a direct influence on the level of critical thinking required of the students.
Hence, the present review of literature was an attempt to bring forth what exactly we know about the positive effects of WebQuests in the field of education. Based on the findings of this literature review, a WeQuest could be more precisely defined as a technology based activity that supports classified inquiry and a higher cognitive level than some conventional strategies.
9. Recommendations
Technology is always publicized as a boon to the field of education. However, an extensive research is imperative to validate its continued use. Since WebQuest is a new accomplishment of technology, we need to develop a better understanding of their efficiency. More research studies need to be conducted to discover the effectiveness of WebQuests in various subjects, topics, grades and skills. It is also significant to recommend that future research should involve more diverse learners and populations in Indian settings.
10. References
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