Web‐Based Inquiry Learning: Facilitating Thoughtful Literacy With WebQuests

Chinwe H. Ikpeze · Fenice B. Boyd

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Education and Digital Technologies Problem and Project Based Learning Education and Technology Integration

Abstract

An action research study investigated how the multiple tasks found in WebQuests facilitate fifth‐grade students' literacy skills and higher order thinking. Findings indicate that WebQuests are most successful when activities are carefully selected and systematically delivered. Implications for teaching include the necessity for adequate planning, organization, supervision, and scaffolding of learning in a Web environment. For students, benefits of WebQuests include enhancement of thoughtful literacy through multiple knowledge representations and making learning meaningful through connections to real‐life contexts. The study also highlighted interdisciplinary teaching and learning of social studies, science, and language arts.

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1987Theoretical Models and Processes of Reading 1988Action Research: Principles and practice 2012Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains 2005Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies 2013Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains 2000What Really Matters for Struggling Readers: Designing Research-Based Programs 2002Action Research 2006Internet Access in U.S. Public Schools and Classrooms: 1994-2005. Highlights. NCES 2007-020.

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