Zacharia, Z., Xenofontos, N., & Manoli, C. (2011). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Educational Technology Research & Development, 59(3), 399- 424. doi: 10.1007/s11423-010-9181-2
The authors of this quantitative empirical research study explored the effects of two different cooperative learning strategies on students’ learning when using a WebQuest in the science classroom. The authors also provided suggesting for developing web-based learning tools that enabled students to overcome potential problems that may arise from using online tools.
The participants of this study were 38 seventh-graders from two science classes in a public school located in Nicosia, Cypress. All students participating in the study had prior experience with the two cooperative learning strategies, the Traditional Cooperative Approach (TCA) where all members in a group work together to learn about all of the topics during an activity, and the Jigsaw Cooperative Approach (JCA) where each member in a group are assigned one part of the learning activity to become the expert on that information and share that information with the rest of their group. Each class was assigned a different cooperative learning strategy, and students were asked to complete a WebQuest project focusing on the design on a CO2 friendly house. After the study, students were randomly interviewed to assess their understanding of the project’s topic, interactions with peers, and the problems that they faced while completing the WebQuest project. The results of this study showed that there was no difference in student understanding between the TCA and JCA classes. Several students noted that they had problems searching for the information that they wished to access or taking down the information via notes during the process. These results suggested that scaffolding is needed when using web-based learning environments to access information.
This study demonstrated that WebQuests are effective tools for facilitating student learning through gathering and understanding information on a topic using technology, even when used in a cooperative learning environment. Educators should appropriately scaffold the WebQuest assignment and allow students to work together to solve a problem.
The authors of this quantitative empirical research study explored the effects of two different cooperative learning strategies on students’ learning when using a WebQuest in the science classroom. The authors also provided suggesting for developing web-based learning tools that enabled students to overcome potential problems that may arise from using online tools.
The participants of this study were 38 seventh-graders from two science classes in a public school located in Nicosia, Cypress. All students participating in the study had prior experience with the two cooperative learning strategies, the Traditional Cooperative Approach (TCA) where all members in a group work together to learn about all of the topics during an activity, and the Jigsaw Cooperative Approach (JCA) where each member in a group are assigned one part of the learning activity to become the expert on that information and share that information with the rest of their group. Each class was assigned a different cooperative learning strategy, and students were asked to complete a WebQuest project focusing on the design on a CO2 friendly house. After the study, students were randomly interviewed to assess their understanding of the project’s topic, interactions with peers, and the problems that they faced while completing the WebQuest project. The results of this study showed that there was no difference in student understanding between the TCA and JCA classes. Several students noted that they had problems searching for the information that they wished to access or taking down the information via notes during the process. These results suggested that scaffolding is needed when using web-based learning environments to access information.
This study demonstrated that WebQuests are effective tools for facilitating student learning through gathering and understanding information on a topic using technology, even when used in a cooperative learning environment. Educators should appropriately scaffold the WebQuest assignment and allow students to work together to solve a problem.