Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60(7), 644-654.
The authors of this qualitative empirical research article explained the benefits of using WebQuests, web-based inquiry activities, to promote critical thinking skills in the classroom. The authors described the benefits of using this technology to engage learners and enable them to process information through thoughtful literacy.
The participants in this study were six fifth-grade students attending a middle-class suburban elementary school with access to computer labs. The students were asked to complete a long-term 10-week interdisciplinary WebQuest on environmental protection, and the ultimate goal of the WebQuest was for the students to answer critical thinking questions about the topic using a variety of online sources and activities. The results of this study showed that when designed appropriately, WebQuests offer learners opportunities to access knowledge from multiple sources and multiple media forms, and make connections to the real-world application of this knowledge. The participants showed increased engagement and motivation, as well as developed their technology skills in online navigation and information acquisition.
This study demonstrates the effectiveness of online WebQuests in facilitating critical thinking and student learning. Educators can use this information to incorporate content- related WebQuests into their lesson plans in order to help students develop real-world connections to the content and media literacy skills in interpretation of what they read online.
The authors of this qualitative empirical research article explained the benefits of using WebQuests, web-based inquiry activities, to promote critical thinking skills in the classroom. The authors described the benefits of using this technology to engage learners and enable them to process information through thoughtful literacy.
The participants in this study were six fifth-grade students attending a middle-class suburban elementary school with access to computer labs. The students were asked to complete a long-term 10-week interdisciplinary WebQuest on environmental protection, and the ultimate goal of the WebQuest was for the students to answer critical thinking questions about the topic using a variety of online sources and activities. The results of this study showed that when designed appropriately, WebQuests offer learners opportunities to access knowledge from multiple sources and multiple media forms, and make connections to the real-world application of this knowledge. The participants showed increased engagement and motivation, as well as developed their technology skills in online navigation and information acquisition.
This study demonstrates the effectiveness of online WebQuests in facilitating critical thinking and student learning. Educators can use this information to incorporate content- related WebQuests into their lesson plans in order to help students develop real-world connections to the content and media literacy skills in interpretation of what they read online.