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Understanding the Underlying Constructs of WebQuests

Understanding the Underlying Constructs of WebQuests

Robert Zheng
Copyright: © 2008 |Pages: 16
ISBN13: 9781599048659|ISBN10: 1599048655|EISBN13: 9781599048666
DOI: 10.4018/978-1-59904-865-9.ch054
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MLA

Zheng, Robert. "Understanding the Underlying Constructs of WebQuests." Handbook of Research on Instructional Systems and Technology, edited by Terry T. Kidd and Holim Song, IGI Global, 2008, pp. 752-767. https://doi.org/10.4018/978-1-59904-865-9.ch054

APA

Zheng, R. (2008). Understanding the Underlying Constructs of WebQuests. In T. Kidd & H. Song (Eds.), Handbook of Research on Instructional Systems and Technology (pp. 752-767). IGI Global. https://doi.org/10.4018/978-1-59904-865-9.ch054

Chicago

Zheng, Robert. "Understanding the Underlying Constructs of WebQuests." In Handbook of Research on Instructional Systems and Technology, edited by Terry T. Kidd and Holim Song, 752-767. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-865-9.ch054

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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.

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