The quest for deeper learning: an investigation into the impact of a knowledge‐pooling WebQuest in primary initial teacher training

Abstract

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 that WebQuests 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.