Use Of WebQuest Research Articles

USING WEBQUESTS TO DEVELOP DIGITAL AND COMMUNICATION SKILLS IN PRESCHOOLERS

Digital technologies are being actively integrated into the preschool education system, and this process is objective and inevitable. Educators use developmental media products for preschoolers daily (presentations, video materials, computer games, websites, etc.). The main goal of the study was to theoretically substantiate and describe the process of using quests and webquests in the educational process of a preschool institution. To achieve this goal, the following tasks were set: 1) to analyze the state of research on the use of webquests in preschool education; 2) to investigate the features of using webquests to enhance digital and communicative competencies among preschool children. In the process of scientific research, the following methods were used: analysis and synthesis; generalization; classification.The circumstances of the pandemic and full-scale invasion have presented educators with a challenging task of choosing digital technologies and have strengthened the need to rethink traditional approaches to teaching, upbringing, and development of learners, especially in preschool education. It is digitalization in education that has become a reliable assistant to education, allowing to ensure continuity and succession of the educational process and helped to adapt to new learning conditions. This research provides an original definition of a “webquest”. In our opinion, using webquests in such learning conditions is the most effective and contributes to the formation of digital and communicative competences of preschool children. It is known that starting from the younger preschool age, children’s cognitive activity increases. To meet the cognitive needs, educators need to use innovative technologies, one of which is the quest technology. The integration of innovative technologies and tools into early childhood education programs can provide interactive learning experiences that foster a love of learning and empower every child to become an active learner.

Webquest technology in foreign language classes

The article investigates webquests as an educational technology and examines its effectiveness in teaching foreign languages.
 Current conditions and the progressive development of society have significantly influenced the organization of education. Creative methods as relevant approaches to teaching, especially foreign languages, were studied in the article. Among the entire list of creative teaching technologies, the use of quests has attracted the attention of researchers and teachers due to its adequacy and adaptability to complex and changing learning environments. The study examines the essence of webquest technology, which meets the requirements of the online educational process. The current types of webquests and their characteristic features were also studied. Designing educational webquests requires careful preparation by the teacher. The possibility of creating webquests on online platforms greatly simplifies the preparatory work of the teacher and promotes the popularization of webquests among students. The process of creating a webquest for the discipline “German language” on the Genial.ly platform was described in detail in the article. The authors outlined the main stages of webquest preparation and design. The feasibility of selecting certain types of tasks within the created webquest while teaching this discipline was also described. The article presents the main results of the experiment with the use of webquests during the “German language” discipline for first-year students majoring in Philology and proves the effectiveness of webquests in teaching foreign languages, in particular.

Development and Utilization Webquest as an Instructional Strategy in Teaching Thermodynamics in Colleges of Education in Kwara State

The worldwide education system has been significantly impacted by the growth of technology. The purpose of the study was to developed and utilized Webquest instructional package for the teaching of thermodynamic in chemistry. This intended to see if its usage will bring significance understanding to pre service chemistry teacher’s performance Thermodynamics is one of the chemistry topics students find difficult to understand. The study was carried out in colleges of education in Kwara State. All third-year chemistry students at the colleges of education made up the study's population. A thermodynamics performance test in Chemistry and the Webquest software program served as the study's two research tools. Data for the pre-test and post-test were collected at the start and conclusion of the study, respectively. The study revealed that students had a different impression of studying thermodynamics, in accordance with the research aims and findings. The students in the webQuest group claimed that using the webQuest package gave them a fresh perspective on how to comprehend the notion of thermodynamics, it is essential for the organizations in charge of teacher training colleges across the nation to promote the use of webQuest in instruction and training for teachers-in-training.

PECULIARITIES OF TEACHING PATHOMORPHOLOGY AND SECTIONAL COURSE TO FOREIGN STUDENTS IN TERMS OF DISTANCE LEARNING

The technology of visualization of educational information is a system that includes a setof educational knowledge; visual ways of their presentation; visual and technical meansof information transmission; psychological methods of using and developing visualthinking in the learning process. The visualization technology displays key elements ofthe educational material content. Scribing methodologies (English «scribe» in the senseof «drive a pen»), the use of WebQuests when working with macro drugs in preparationfor the final module control № 2 in «Pathomorphology» and the use of mental maps haveproven themselves in terms of distance learning. The article evaluates questions about thepeculiarities of teaching the subject «Pathomorphology» and sectional course to foreignstudents in terms of distance learning and in the context of proper preparation for theUnified State Qualifying Exam Step-1, discusses effective practical training in general.The aim – to analyze the peculiarities of teaching the subject «Pathomorphology» andthe sectional course to foreign students in terms of distance learning and to determinefurther prospects.Conclusions. The use of modern teaching technologies can help to improve the processof learning material from disciplines, to increase the efficiency and quality of modernstudent learning. Skillfully used computer technology should help to develop a student’screativity, develop clinical thinking, and promote better memorization.

Досвід застосування інформаційно-комунікаційних технологій у викладанні предмету Патоморфологія

The information and communication technologies introduction is a necessary component in education. With the help of these technology methods of active memorization of educational material can be significantly improved. In terms of an intensive information and communication technologies implementation in education, it is necessary to prepare the teaching staff of a higher education institution. Namely, to develop skillfully possessed information culture and competence at the level of a modern student, or maybe even a little better. The article is about the possibilities of improvement of information technologies in the educational process. These are, for example, the use of visual material with the help of interactive posters and mind maps, as well as the latest methods of conducting classes – WebQuests, the use of the scribing technique when presenting the material of a practical lesson or lecture. The purpose of the study was to consider and propose some methods of presenting educational material, first of all, the use of the possibilities of an interactive poster and mind maps, as well as the method of presenting educational material – scribing and the use of WebQuests. Results and discussion. The teaching staff of a higher education institution today faces a difficult task – to win the attention and affection of a modern student. The vast majority of students belong to generation Z (born in 2003), for whom communication on the Internet is a priority. They best perceive information visually (pictures, images, videos). Generation Z are talented, creative, imaginative individuals, leaders by nature, and express their feelings with the help of emoticons and various emojis, statuses in social networks. Distance education has emphasized the role of the teacher by making him or her a guide, adviser and tutor. The teaching staff of the higher education institution in the distance learning mode coordinates the student’s cognitive process and constantly improves the distance courses of the discipline in the Moodle system, increases own original creativity and qualification in accordance with innovations and license conditions. The use of interactive possibilities of distance education should also be used during face-to-face training, it will help students to learn the educational material better. Constant search for new didactic approaches and tools, the use of modern and diverse teaching methods will contribute to the training of specialists who possess not only the knowledge and skills of professional activity, but also think strategically, systematically approach the analysis and solution of real situations. For future doctors, it is a primarily important aspect of clinical thinking. Thus, all the available possibilities of modern presentation of the material will help future specialists in the medical field to develop it. Conclusion. Thanks to the transformation of the educational material in pathological anatomy to the form of an even more visual image or layering of knowledge with each learned practical lesson, the methods of presenting the material scribing, using WebQuests, using mind maps and interactive posters ensure greater systematicity, coverage of significant parts of the material, deeper assimilation, generating interest in the subject as a whole

WEBQUEST TECHNOLOGY IN COMPUTER LESSONS IN PRIMARY SCHOOL

The article is devoted to webquest technology in computer science lessons in elementary grades. The purpose of the article is to provide a general description of the webquest technology, to study the specifics of its application in elementary school computer science classes, as well as to identify the impact of webquests on the quality of education. The essence of the concepts “webquest” and “webquest technology” has been clarified. The main idea of the webquest is defined, which consists in the active partnership interaction of students with each other and with web resources, which contributes to the development of motivation to study, information literacy and digital competence of schoolchildren. The main elements of webquest technology (scenario, tasks, resources, interactivity, evaluation) are defined. It was found that there are several classifications of webquests, one of the most optimal is the division of webquests by the level of technical complexity. The algorithm for preparing and conducting a webquest has been adapted for computer science lessons in elementary school. It was found that the webquest is built according to the logic of the technology of problem-based learning: from posing a problem to ways of solving it, presenting the result and reflection, which is aimed at the development of the student of education as an active subject of life: Several online resources for webquests are offered, which are advisable to use in lessons computer science in elementary grades (LearningApps.org, Kahoot!, Quizlet, Quizizz, Edpuzzle, Webquest). The topics in computer science for the fourth grade are offered, from which it is advisable to conduct webquests. The main features of the use of webquests in computer science lessons in elementary school are analyzed. Tethodological recommendations for teachers have been developed. It was found that when using webquests in computer science classes, certain challenges and limitations should be taken into account when using webquest technology in the educational process. It was determined that webquest technology is an effective means of developing information literacy and digital competence of junior high school students in computer science lessons in elementary grades.

Effect of the Use of WebQuest in a Chinese for Tourism Course at a Thai University: An Exploratory Study

In trying to move away from teacher-centred approaches towards student-centred approaches amidst the global Covid-19 pandemic, integrating technology into foreign-language classes has been considered. Under these conditions, this study implemented WebQuest technology in a Chinese for Tourism class, followed by adopting a mixed-methods research approach to investigate the student learning. This study aimed to 1) assess the learning achievement of 63 students as part of a Chinese for Tourism course using WebQuest to provide the instructional materials alongside the face-to-face format, and 2) to collect the learners’ opinion on the WebQuest-based activities. SPSS was used for the quantitative analysis and thematic analysis was used to analyse the interview data. The development of the WebQuest lessons began with a critical and analytical review of the existing literature related to the WebQuest course design. The WebQuest lessons were then implemented for six weeks after which the students’ learning achievements were evaluated. The findings revealed that after using WebQuest, the learners’ Chinese language ability test scores were higher than before utilizing the instrument. The students were satisfied with the WebQuest lessons with varying satisfaction levels for the questionnaire items. The benefits of teaching and learning in connection to the WebQuest lessons got the highest score. From the 15 learners’ semi-structured interviews, it was found that the majority of the learners agreed that teaching and learning through the WebQuest lessons was a modern method offering convenient access due to the lack of time limitations.

PREPARATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES TO CREATE AND USE WEB QUESTS

Modern educational information technologies are a powerful stimulus that allows to develop students’ cognitive activity, improves the quality of knowledge, promotes the development of skills of independent acquisition of knowledge. Therefore, the information and communication competence of future teachers is an integral and important component of their professional competence. One of the modern interactive pedagogical technologies, which demonstrates an example of integration of information technologies with common pedagogical technologies (project learning, role play, business game) is web-quest technology. The article considers the basic concepts of web-quest technology, the analysis of problems of preparation of students of pedagogical universities for development and use of a web-quest in the course of teaching schoolchildren Mathematics has been carried out with the emphasis on the need of purposeful preparation of future teachers for creation and use of web-quests in their professional activity.
 Information and technological support of the educational process is important for a clear organization of students’ accomplishing the stages of the web-quest and achievement of its educational, cognitive and developmental goals. The authors describe the advantages of using the e-learning environment Moodle as an integration tool for organizing work with web quests. Moodle allows not only to post the necessary materials and links to the resources online, but also to communicate between the teacher and quest participants through personal messages, chats, forums, seminars and to evaluate students’ achievements. The results of the web quest can also be displayed on the e-course page.
 The article offers training courses in Mathematics and methods of teaching Mathematics in the study of which it is advisable to use the technology of web-quest as one of the means of forming information and digital competence of students and also provides two examples of educational web quests. The first of them is designed for students of pedagogical universities and is aimed at mastering by them the course program «General methods of teaching Mathematics». Another web-quest gives students the opportunity to master the topic of «Text problems» in the course of Mathematics in a more profound way, to develop critical and logical thinking of students, as well as their research skills. Web-quest technology is an effective tool for integrating project method and information-communication technologies in education, and the use of web-quests in the educational process of a pedagogical university lays a solid foundation for the application of this tool in the further professional activity of a Mathematics teacher.

اثر استخدام الرحلات المعرفيه في تنمية بعض مهارات الحاسب الالي لدى طلاب الصف الاول الثانوي بمحافظة المخواه

هدفت الدراسة إلى الکشف عن أثر استخدام الرحلات المعرفية عبر الويب في تنمية بعض مهارات الحاسوب لدى طلاب الصف الاول الثانوي بمحافظة المخواه، ولتحقيق هدف الدراسة استخدم الباحث المنهج التجريبي، القائم على تصميم المجموعتين، وتکونت المجموعة التجريبية من (25) طالبا تم تقديم المحتوى التعليمي لهم باستخدام الرحلة المعرفية عبر الويب، والمجموعة الضابطة تکونت من (25) طالبا تم تقديم المحتوى التعليمي لهم باستخدام بالطريقة الاعتيادية، وتشکلت أدوات الدراسة من اختبار تحصيل لقياس الجانب المعرفي للمقرر، وبطاقة ملاحظة لقياس الجوانب المهارية في نفس المقرر، وتم التأکد من صدقهما وثباتهما وقد أسفرت النتائج عن وجود فروق داله إحصائيا عند مستوى (α ≤ 0.05) بين متوسطي درجات المجموعتين في القياس البعدي في الاختبار التحصيلي، وبطاقة الملاحظة لصالح المجموعة التجريبية، کما دلت النتائج عن أثر مرتفع لاستخدام الرحلات المعرفية عبر الويب في الجانب المعرفي وکذلک الأداء المهاري، حيث بلغ مربع حجم الأثر على التوالي للاختبار المعرفي (0.44)، ولبطاقة الملاحظة (0.41). وبناء على النتائج السابق عرضها أوصت الدراسة بالعمل على تفعيل استخدام الرحلات المعرفية عبر الويب وتطوير مهارات بنائها وذلک لتنمية الجوانب المعرفية والمهارية لطلاب المرحلة الثانوية. The study aimed to uncover the effect of using webquest in developing Some computer skills for first-grade of secondary school in Al-Makhwah Governorate, to achieve the goal of the study the researcher used the experimental method based on the design of the two groups, The experimental group consisted of (25) students, to whom the educational content was presented using the webquest, and the control group consisted of (25) students who were presented the educational content to them using the usual way. The study tools consisted of an achievement test to measure the cognitive aspect of the course, and a note card to measure the skillful aspects of the same course, and their validity and reliability were confirmed. The results significant differences at the level (α ≤ 0.05) between the mean scores of the two groups in the post-measurement in the achievement test, and the observation card in favor of the experimental group. The square of the effect size was, respectively, for the cognitive test (0.44) and for the observation card (0.41). Based on the results previously presented, the study recommended working on activating the use of webquest and developing the skills of building them in order to develop the cognitive and skill aspects of secondary school students.

MODERN TECHNOLOGIES FOR TEACHING GEOMETRY IN CONDITIONS OF DISTANCE LEARNING

The article is devoted to the use of web quests in geometry lessons, the possibilities of introducing this educational technology into educational process are revealed in order to improve quality of educational services. The advantages of using web quests in educational process are considered. An example of a geometry web quest for grade 7 students is provided.

Использование веб-технологий в эффективном обучении математике в вузе

The article describes the role of web technologies in effective teaching of mathematics at universities. The advantages of the use of WebQuests are defined. This study aims to examine the effect of WebQuests used in instruction on students’ academic achievements and the student and teacher opinions on WebQuests.

WEBQUEST: THE TRANSFORMATION AND INNOVATION IN ELT

This paper aims at describing the use of modern technology for language teaching.The idea of webquest in language teaching has had colossal changes in recent decades. Advancements in technology, the prominence of the internet and its simple accessibility in numerous parts of the world has made a suitable device for teacher improvement. Web based media place new requests with respect to language which can advance varieties in language utilized (Halliday, 1990). The core issue of this paper will surely encourage the language teachers to find out the interesting and beneficial method of teaching and learning in the academic English classroom. Thus, the use of webquest in language teaching is one effective tool to promote variations in language teaching. The five main components of Webquest, namelythe introduction, task, process, resources, evaluation, and conclusion are significatlyinnovative teaching and learning strategies in EFL context.

Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

WebQuest Technologies: Developing Communicative Sphere of Preschool Children with Down Syndrome

The article reveals the direction of remedial work, using the WebQuest as a means of developing communicative competence of the children with intellectual impairments in general and with Down syndrome in particular. Within the framework of the study of communicative competence of the children with Down syndrome, we have carried out a theoretical analysis of the literature of domestic and foreign scholars. Based on the analysis of literature sources, the structural components of the communicative sphere of senior preschool-age children with Down syndrome were identified and a diagnostic programme was developed. The study identified and described the peculiarities of the communicative sphere of the child with Down syndrome, namely: a low level of expressive speech, an insufficient level of interest in a joint activity, incomprehension of communication norms and incomprehension of cause-and-effect relationship in communicative situations. The aim of the forming experiment was to develop a methodology for enriching communicative competence of the senior preschool-age children with Down syndrome. The paper describes the specifics of the use of WebQuests for the formation of communication skills during a remedial and developmental process. "A Magic Forest" WebQuest technology, which was developed by us, includes tasks aimed at forming components of communicative competence, the lack of which was revealed during the ascertaining experiment, namely: the development of expressive speech, the development of interest in a joint activity, the development of an understanding of communication norms, understanding cause-and-effect relationship in communicative situations. The article presents the results of experimental verification of the effectiveness of the WebQuest technology in the development of communicative competence of the child with Down syndrome. Such a form of work as WebQuest actuates the cognitive activity of a child with intellectual impairments and makes a remedial and developmental process more effective, interesting, diverse, and modern.

Intercultural Awareness and Writing through the Use of WebQuest: Iraqi Students at Al- Awsat Technical University as a Case Study

Intercultural Awareness and Writing through the Use of WebQuest: Iraqi Students at Al- Awsat Technical University as a Case Study

Developing Students’ Writing Skill By Using Webquest

Many Polytechnic’s students are not interested in writing and lose their enthusiastic. They often have many basic mistakes in written works and get low scores when doing writing tests. It is very difficult for them to come up with ideas and organize these ideas using an appropriate choice of vocabulary, sentence and paragraph organization, and translate these ideas into a readable text. Based on that problem, therefore, the main objective of this research is to examine to what extent the use of webquest can develop the writing skill of POLNEP’s students and to identify the mistakes of students’ writing skill in terms of content, grammar, organization, vocabulary, and mechanics. This research was a Classroom Action Research (CAR) which was carried out at Business Administration Department of Pontianak State Polytechnic. The population of this research was the fourth semester students of Business Administration Department of Pontianak State Polytechnic in the academic year of 2017/2018. The sample of this study was chosen because the students in this class had the lowest average score of writing test among the other classes. The total number of the students was 29. The procedure of the cycle consists of planning, acting, observing, and reflecting. This research used a number of data collection tools including writing test, semi-structured interview and observation. To analyze the data, the researcher used students’ writing test results which was scored by consulting the writing scoring rubric. To avoid subjectivity and personal bias of writing score, the researcher used inter-rater. The findings of the study showed that the use of Webquest develops students’ writing skill. Their writing improved syntactically and grammatically from draft to draft in the cycle. The students can manage to write longer paragraph with clear topic sentence and some related supporting ideas. They produce less mistakes in word order, tenses, sentence pattern, and other grammar forms. Besides, they show that they use wide vocabulary and sentence variety in their writing. The result proves positive insight that webquest is one of appropriate method to develop students’ writing skill.

Using WebQuest Based Instruction to Enhance Students’ Critical Thinking

The study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices.

Effects of Computer Assisted Instruction on Computer Science Students’ Achievement and Performance Using Qbasic Web-Quest Package in A Nigerian Secondary School

The purpose of this study was to explore the effect of Web-Quest package as an instructional tool on the academic achievement of senior secondary school students learning QBASIC programming language. The study adopted a pretest-posttest quasi-experimental design involving 80 students of senior school II computer science students. The independent variable was Web-Quest instruction package on one level (lecture method) as the control group. Data were collected using QBasic achievement test (QBAST). Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) was used for analyzing the obtained data. Our findings on mean achievement scores of students exposed to QBASICWQ showed that there are no significant differences in the mean achievement scores of students exposed to QBASICWQP, Post-test (61.78) and Pre-test (53.83). Findings on effects of Web-Quest package to that of lecture methods on SSII students' achievement scores in learning programming (QBASIC) showed significant effects (f-cal= 3.341, df= 79, significant level = 0.00, P < 0.05). Finding based on the achievement level of the respondents was significant (High (70.63), Medium (54.60), and Low (39.00)). This showed that 50% of the students scored higher, which implies that WebQuest had an effect on students' performance level because a large number of students performed better. Finding between male and female students' performance after being exposed to (QBASICWQP) showed significant difference (F-cal= 51.550, df= 39, sig. level = 0.000, P < 0.05) in favour of the male students. Based on the findings, it was recommended that curriculum planners should work hand in hand with teachers to develop and evaluate the use of WebQuests for teaching QBasic programming language among others.

Changing from a traditional approach to learning: Teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar

Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachers’ perceptions following PD that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many of the teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour, and the integration of IT.

The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills

This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.