Abstract :
This paper explores the impact on learning in higher education of the integration
of a knowledge-pooling stage into a WebQuest. We explain the concept
of WebQuests, consider recent literature regarding the effects and difficulties of
this approach to learning, and examine students’ perceptions of the impact of
this tool on high-order learning. The level of learning achieved by respondents
is analysed using Biggs’ Structure of the Observed Learning Outcomes (SOLO)
taxonomy. With judicious use of a ‘pooling knowledge stage’, and provided
that students are fully aware of the desired learning outcomes, the findings
suggest thatWebQuests do have the potential to promote high-order learning.
The paper concludes by suggesting the need for further research into the
potential of WebQuests to promote high-order learning within different disciplines
in higher education
