As an alternative to the traditional problem-solving approach, the online problem solving provides a plateau that is not restricted by time and space. Like the traditional problem solving, the online problem solving emphasizes developing in students the ability to relate declarative knowledge to procedural knowledge, and using critical thinking skills to analyze, synthesize, and evaluate information. The online problem solving has been widely incorporated into various online instructional models such as WebQuests to enhance student learning in terms of content comprehension, knowledge construction, and application. As an instructional strategy, the online problem solving is often used in conjunction with other strategies such as online collaboration to teach students to solve problems collectively.
Published in Chapter:
Understanding the Underlying Constructs of WebQuests
Robert Zheng (University of Utah, USA)
Copyright: © 2008
|Pages: 16
DOI: 10.4018/978-1-59904-865-9.ch054
Abstract
One of the challenges in integrating the Internet into classroom instruction is to identify factors that are critical to online teaching and functionally relevant to student learning (Snelbecker, Miller, & Zheng, 2006; Zheng, Stucky, McAlack, Menchaca, & Stoddort, 2005). This study focused on learner and teacher perceptions of WebQuest learning and identified three constructs - constructivist problem solving, social interaction and scaffolded learning - that were perceived by students and teachers as critical to the design and development of WebQuests. The constructs provide a theoretical framework that is not only instrumental to the design and development of WebQuests but also important for the design of effective web-based instruction.