Dabbagh and Bannan-Ritland (2005) noted differences between the traditional face-to-face learning environment and the Web-based learning environment. They concluded that the Web-based learning environment is characterized by six attributes that require a different instructional thinking and preparation from that of the traditional learning environment. The six attributes of the Web-based learning environment include: (1) globalization, (2) decentralized control, (3) multiple forms of interaction, (4) hypermedia with multidimensional space, (5) asynchronous communications, and (6) dynamic, real-time information.
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.