EDET 780 Research Study Critique 1

Hollis Adair : 

Hollis Adair May 20, 2009AEET/EDET 780Critique 1

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Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests Ikpeze, Chinwe H. & Boyd, Fenice B. (2007, April). Web-Based Inquiry Learning: Facilitating Thoughtful Literacy with WebQuests. The Reading Teacher, v60, 644-654. Retrieved on May 16, 2009, from http://web.ebscohost.com.library.usca.edu:2048/ehost/detail?vid=3&hid=101&sid=3bd0806e-3b6d-4e63-baaa-4d750ccef819%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ759040 Introduction

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This article titled Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests discusses an action research study that investigated how multiple tasks found in WebQuests facilitate fifth-grade students’ literacy skills and higher order thinking. Introduction

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What are WebQuests? Introduction

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What is an action research study? Introduction

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This study focused the use of WebQuests to design and deliver instruction to improve classroom interaction. The specific goal was to show how to incorporate and use multiple tasks with WebQuests to promote thoughtful literacy. Introduction

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Demographics Introduction

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Data Collection Introduction

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Data Collection Continued Introduction

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Data collection consisted of: Observations Field notes Written artifacts Evaluation rubrics Reflective journals Audiotapes Introduction

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In addition: participants were taught for 50 minutes per lesson, 2 to 3 times in a six day cycle at the school’s computer lab audiotapes of structured and semi-structured interviews of participants, classroom interactions, and discussions were also used Introduction

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“Findings from this study suggest that WebQuests can facilitate thoughtful literacy when tasks are carefully selected, organized, and delivered. Multiple tasks provided opportunities for collaboration, thoughtful connections, and critical reading. Such tasks increased students’ engagement and motivation as well as built search, retrieval, multimedia, and hypertext reading skills” (Ikpeze & Boyd, 2007). Introduction

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Challenges: Website navigation- Some students had problems with navigating their way to various websites or even with reading multimedia; however, as the project progressed participants skills improved and students were able to navigate more independently. Introduction

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Challenges: Information Overload- Another issue was information overload. Participants often complained about the amount of information on some websites. Participants had to be taught chunking, skimming, and scanning for information. Introduction

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Challenges: Distractibility- Another issue was distractibility. Participants often used computer time to visit their favorite websites, play online games, or check email. This continued to be a problem throughout the project. Introduction

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Implications for teaching Introduction

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Implications continued… Introduction

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Another key point that researchers made is, “To ensure that teachers use WebQuests constructively as a learning tool, teacher education and professional development programs should incorporate WebQuests. This is important because many teachers still do not feel comfortable using Internet resources for their teaching” (Ikpeze& Boyd, 2007). Introduction

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Summary of Implications: Webquest creation Varying teaching methods Learner motivation Adequate planning Participant proficiency with Internet Teacher proficiency with technology Organization Supervision Scaffolding of learning in a Web environment Introduction

Critique : 

I think that this research study provides users with a lot of good information about WebQuests and their benefits to students. I think in order to expand on this information it would be a good idea to conduct additional action research studies using larger participant groups that more closely resembled an actual class size. In addition, I think it would be good conduct research into how much teacher training focuses on WebQuests and the outcomes of those trainings. Critique

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This research study is well-organized and provides a thorough explanation of the action research. The results were explained in categories and the implications for teaching were explained in great detail. As previously stated action research differs from experimental study research. Critique

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Some common complaints of action research are: Is the research driven by the researcher’s agenda? Is the research motivated by instrumental goal attainment? Is the research motivated by the aim of personal, organizational, or societal transformation. Critique

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In my opinion, action research, no matter how well worded, gives off the appearance that it was influenced by researchers because there is no clear cut data that provides a definite answer. However, I believe that the researchers did a good job of providing detailed information. They were quick to point out how the project changed as it progressed and they were willing to discuss implications for using WebQuests in the future. Critique

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In the end, the researchers stated that WebQuests did facilitate literacy skills and higher order thinking, but they were also quick to say that adequate planning, organization, supervision, and teacher training were needed in order to see the full benefits of WebQuests in the classroom. Critique

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One of the drawbacks that I found to this research study was the small size of the participant group. Realistically, most classrooms have at least 15-20 students and the fact that the participant group consisted of only 6 participants may make it difficult for teachers to buy into the idea that using WebQuests will promote learning with a larger class size. Critique

Conclusion : 

Overall, I think this was good study that provides valuable information to teachers. I like that the researchers included information about the amount of structure and organization required from teachers in order for others to see similar results with their students. I also like that the study brings up the topic of teacher training. I think that any research that results in suggestions for additional teacher training in the of technology is a benefit to all students. I hope to use the knowledge I learned from this article to promote teacher usage of technology in instruction. Conclusion

References : 

Ikpeze, Chinwe H. & Boyd, Fenice B. (2007, April). Web-Based Inquiry Learning: Facilitating Thoughtful Literacy with WebQuests. The Reading Teacher, v60, 644-654. Retrieved on May 16, 2009, from http://web.ebscohost.com.library.usca.edu:2048/ehost/detail?vid=3&hid=101&sid=3bd0806e-3b6d-4e63-baaa-4d750ccef819%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ759040 Wikipedia: Action Research. Retrieved May 19, 2009, from http://en.wikipedia.org/wiki /Action_research Wikipedia: WebQuest. Retrieved May 18, 2009, from http://en.wikipedia.org/wiki /WebQuests References