Discusses benefits and limitations of using WebQuests in computer supported collaborative learning, and introduces an example and tools to develop a WebQuest.

1. Using WebQuests
to Engage Students in CSCL
Dabae Lee
Indiana University

2. Using WebQuests in CSCL
• WebQuests as a way to present
collaborative learning projects and guide
students through the collaboration process
(Milson & Downey, 2001).
• Few attempts to use WebQuests in
presenting collaborative learning projects
and providing students with guidelines

3. CSCL & WebQuests
CSCL WebQuests
• Students work through • A WebQuest is an
computers or around inquiry-oriented lesson
computers to learn format in which most or
together (Johnson & all the information that
Johnson, 2007). learners work with comes
• Students use computers from the web (Dodge,
to communicate with 2007)
each other, share their
works, or create
something together.

4. In This Presentation…
• Discuss the benefits and limitations of
WebQuests in CSCL
• Introduce a WebQuest used in CSCL
• Illustrate technology tools to build
WebQuests

5. The Five Components of WebQuests
Introduction
• Capture students’ attention/interest & introduce learning goals
Task
• Describe end-products in detail
Process
• Provide step-by step instructions, necessary resources, tools
Evaluation
• Let learners self-evaluate their work
Conclusion
• Reflection , additional resources, credits

6. Collaboration Model

7. Benefits
• Clear goals to create goal
interdependence (Johnson & Johnson,
2009) by
– Describing the project in the task section
– Providing evaluation criteria in the evaluation
section.

8. Benefits
• Prevent undesirable process-related
conflict (Jehn, 1997) by providing structure
of the process
– Roles & Responsibilities
• Guide students to more appropriate and
effective resources given students’ grade
level and the topics.

9. Benefits
• Evaluation serves as mechanisms through
which
– Students formatively assess their product
– Engage in group processing (Johnson &
Johnson, 2009).
• Contributes to community of practice in
education.

10. Limitations
• Linear process
• No interactive feedback
• More suited for well-structured problems

11. An Example
• Digital Natives WebQuest
– Used in an undergraduate course, Using
computers in Education
– Learn about the digital natives
– Collaboratively create a presentation about
digital natives using a text to movie tool called
Xtranormal.

12. Digital Natives WebQuest
Introduction
• Capture students’ attention and introduce learning objectives
Task
• Content, Format, Examples
Process
• Web resources to learn about digital natives,
• Process to create a presentation including brainstorming, writing script, and
creating an Xtranormal movie,
• Technology tools to create the movie (Xtranormal.com) and facilitate
collaborative writing (Google Docs), and job aids to help them use the
tools.
Evaluation
• A rubric is presented for self-assessment of students’ presentations.
Conclusion
• Project summary, additional resources, and feedback on the WebQuest

13. Technology Tools
Pre-set templates Website-building
• Examples available • Google Sites
• Step by step instructions
• Not entirely free • Weebly.com
• Tools • Yola.com
– Quest Garden
• Featured WebQuest • Wix.com
– Zunal.com
– Example
Collaborative writing Evaluation tools
• Google Docs • Rubrics
• Real-time editing, chat, • iRubric
and commenting features • Rubistar
• EtherPad • Quiz
• Zoho Challenge Quiz Maker
• Color-code different users, • EasyTestMaker
chat

14. References
• Dodge, B. (1995). WebQuests: A Technique for Internet-Based Learning.
Distance Educator, 1(2), 10-13.
• Dodge, B. (2001). FOCUS: Five rules for writing a great WebQuest.
Learning and leading with technology, 28(8), 6-9.
• Dodge, B. (2007). http://www.webquest.org/
• Jehn, K. A. (1997). A Qualitative Analysis of Conflict Types and Dimensions
in Organizational Groups. [Article]. Administrative Science Quarterly, 42(3),
530-557.
• Johnson, D. W., & Johnson, R. T. (2007). Cooperation and the use of
technology. In M. J. Spector, D. M. Merrill, J. V. Merrienboer & M. P. Driscoll
(Eds.), Handbook of research for educational communications and
technology (3 ed., Vol. 1, pp. 1017-1044). New York, NY: Erlbaum
Associates.
• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology
success story: Social interdependence theory and cooperative learning.
Educational Researcher, 38(5), 365-379.
• Milson, A. J., & Downey, P. (2001). WebQuest: Using Internet Resources for
Cooperative Inquiry. Social Education, 65(3), 144-146.

15. THANK YOU
DABLEE@INDIANA.EDU