WebQuests in special primary education: Learning in a web-based environment

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Title:	WebQuests in special primary education: Learning in a web-based environment
Author(s):	Kleemans, M.A.J. ; Segers, P.C.J. ; Droop, W. ; Wentink, W.M.J.
Publication year:	2011
Source:	British Journal of Educational Technology, vol. 42, iss. 5, (2011), pp. 801-810
ISSN:	0007-1013
DOI:	http://dx.doi.org/10.1111/j.1467-8535.2010.01099.x
Publication type:	Article / Letter to editor
Please use this identifier to cite or link to this item : https://hdl.handle.net/2066/99878
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Subject:	Learning and Plasticity
Organization:	SW OZ BSI OLO FSW_Expertisecentrum Nederlands (EN)
Journal title:	British Journal of Educational Technology
Volume:	vol. 42
Issue:	iss. 5
Page start:	p. 801
Page end:	p. 810
Abstract:	The present study investigated the differences in learning gain when performing a WebQuest with a well-defined versus an ill-defined assignment. Twenty boys and twenty girls (mean age 11; 10), attending a special primary education school, performed two WebQuests. In each WebQuest, they performed either a well-defined or an ill-defined assignment. Knowledge acquisition was assessed by means of a concept map (ie, associative knowledge) and a knowledge test, based on facts concerning the subject (ie, factual knowledge). Results indicated that the learning gain on both WebQuests was higher for participants who worked on the ill-defined assignments. In the long term, factual knowledge remained intact. The results of this study indicated that the use of WebQuest can be a valuable tool to enrich the educational curriculum in special education.