IMPORTANT! Once you have completed your contributions, go to Blackboard and to the Theory Matrix Assignment. Enter a message that says "I have completed this assignment." This ensures that a grade can be assigned. Understanding the theory that contributes to an effective learning experience improves instructional design. The information in the matrix on this page will help you organize and utilize theory to improve your WebQuest. Think about what you know about learning theory and instructional models (see the following links) that relate to WebQuests teaching and learning. These may be theories such as:

• ARCS Model - http://ide.ed.psu.edu/idde/ARCS.htm
• Anchored Instruction - http://tip.psychology.org/anchor.html
• Component Display Theory - http://tip.psychology.org/merrill.html
• Elaboration Theory - http://ide.ed.psu.edu/idde/elab.htm
• Gagne’s Nine Events of Instruction – http://ide.ed.psu.edu/idde/9events.htm
• Situated Learning- http://tip.psychology.org/lave.html

Or you may illustrate principles that relate specifically to the learner, i.e., scaffolding, modeling, rehearsal, practice, collaboration, cooperation, motivation, etc.

Process:

1. Review research about WebQuests. Start with the Research about WebQuests (see Suggested Resources at the end of this page). This will require that you look up articles using a library database. Look specifically for research that supports some aspect of learning.For assistance in determining the quality of research see this guide.
   
2. Once you have evidence that WebQuests support some aspect about learning, add what you have learned to the matrix below. NOTE: You can use the same articles and learning theory, but the evidence must differ.
3. Add an APA style citation under "Reference" and link to the article when possible.
   
4. Add your name in parentheses after each piece of evidence you add.
5. You must post at least two items.
6. Go into Blackboard and the Theory Matrix Assignment. Post a message stating that you have completed this assignment.
   

Theory Matrix

Learning Theory	Evidence	Reference
Cognitive Scaffolding	For upper elementary school children, study guides and a concept map provided metacognitive supports for the learner as they proceeded through the WebQuest assignment.(P. McGee) This webquest kept the students engaged and because of the guided lessons the students gained knowledge of understanding average to high levels of computer information and literacy skills and were able to complete tasks on their own. (McGregor,S.K.,Lou)(N. Greathouse)	McGregor, S.K., & Lou, Y. (2004) WebQuest: Influence of task structure and web site design on learning.National Educational Computing Conference (NECC), New Orleans
ARCS Model of Motivational Design (Motivation)	"Real webquests should pass the ARCS filter." Attention: teachers choose a topic students will find interesting Relevant: apply to real-life learning (authentic) Confidence: prompting students along the way Satisfaction: differentiating tasks (S. McGree)	March, T. (2003). The learning power of WebQuests. Educational Leadership, 61(4), 42-47.
Situational Learning	This article targets all grade levels of instruction. The author uses situational learning to describe the pros and cons of using webquests in the classroom. The author talks about the students learning and how it takes planning on the educators part. (Y. Ponce)	Halat, Erdogan. (2008). A Good Teaching Technique: Webquests. Clearning House: A Journal of Educational Strategies, Issues and Ideas, 81, 109-112.
Constructivism	Discusses using webquests in preservice learning for teachers as models for their future classrooms. The article focuses on the constructivist theory which enables the learner to construct solutions to open-ended problems while working cooperatively and collaboratively. (S. McGree) Student learn best when they are able to discuss situational problems which is implemented in this lesson through cooperative and collaborative learning. Students are able to gain a deeper knowledge of the conepts being taught. (N. Greathouse)	Kindu, R. and Bain, C. (2006). Webquests: Utilizing technology in a constructivist manner to facilitate meaningful learning. Art Education, 59(2), 6-11.
Constructivism	Halat identifies two types of WebQuests: short-term and long-term. While the short-term explores the "acquisition and integration of knowledge," the long-term allows the student to develop a deeper understanding of the information in order to apply it when "constructing new problems or tasks" (p.109). (S. Caswell)	Halat, E. (2008). A good teaching technique: WebQuests. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 109-112.
Scaffolding	The student performs a series of tasks that require different levels of thinking, such as "analysis, synthesis, transformation of information, decision making, and evaluation," building the skill-set and confidence of the student as they progress (p.645). (S. Caswell)	Ikpeze, C. H., & Fenice B. Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. The Reading Teacher, 60 (7), 644–654
Schema Theory	Authors present modifications to Bernie Dodge's traditional Webquest model to enhance student reflection and conceptual change in addition to higher order thinking and reasoning based on schema theory.The variation "incorporates elements of STAR.Legacy model to create a more schema based approach to Webquest design." A revised webquest geared toward 5th graders is illustrated.(M.Stewart)	Wilson, B. & Young, D. (2002). WebQuests for Reflection and Conceptual Change: Variations on a Popular Model for Guided Inquiry. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 2116-2121). Chesapeake, VA: AACE
Theory Constructs	The article describes theoretical constructs of Web Quests, and its significance in higher education. The paper uses research to define student perceptions of what is significant in Web Quests. The data retrieved in the research study challenges old boundaries in what is significant in critical thinking, knowledge application, social skills, gender, and personal experiences. (J.Alvarez)	Zheng, R., Stucky B., McAlack M., and Menchana, M. (2005). WebQuest learning as perceived by higher-education learners. TechTrends, 49(4), 41-48.
ARCS Model of Motivational Design (Re-thinking Motivation)	The article focuses on revisiting Keller’s ARCS model of motivation and re-thinking the use of Web Quests in the new emerging technologies. The ARCS model of motivation a trigger new attributes that concentrate on a student’s personal quest for “choice, effort, quality, attitude, and labor of Love.” (J. Alvarez)	March, T. (2007). Revisiting WebQuests in a Web 2 World. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1-17.
Situational Learning	The author compares traditional instructional strategies to a WebQuest with a controlled experimental group. The implications for both instructional strategies are discussed. The author emphasizes that before any instructional strategy is used with students it should be analyzed for effectiveness. WebQuests provide for variety in student learning while engaging students in higher order thinking. (B. Flores)	Strickland, J. and Nazzal, A. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education [Online serial], 5(2).
Situated Learning http://tip.psychology.org/lave.html	The authors discuss the development and implementation of a 5-week WebQuest course in health informatics at the University of Tennessee Health Science Center's College of Nursing(Lave's community of practice) "to prepare students to be successful in using technology in an online class environment." The students were admitted into an accelerated BSN program, but with varied academic/professional experiences and computer/online research capabilities.Through social interaction and collaboration, a principle of situated learning,students were tasked with developing "a persuasive, evidence-based, and culturally and linguistically appropriate patient education handout" for a group of diabetic older women living in the deep south. The task reflects another principle of situated learning: knowledge presented (and acquired) in an authentic context. That is, the students' task is what professional nurses actually maydo in real word situations. The short-term WebQuest proved beneficial in moving students with diverse technical backgrounds through to a level of IT competence required for successful completion of the program. (J. Boullosa)	Burchum, J. L. R., Russell, C. K., Likes, W., Adymy, C., Britt, T., Driscoll, C., Graff, J. C., & S. R. Jacob. (2007). Confronting challenges in online teaching: The WebQuest solution.MERLOT Journal of Online Learning and Teaching, 3(1). Available athttp://jolt.merlot.org/vol3no1/burchum.htm.
Constructivism	Lahaie states that " Webquests enhance and promote higher order-thinking sklls, are consistent with Blooms Taxonomy, and reflect a learner-centered instructional methodology (constructivism)." Thus, he contends that there is a role for WebQuests in nursing education. He continues, stating that WebQuests are congruous with pedagogical approaches and cognitive activities specific to nursing education. By engaging in critical thinking exercises and collaborative learning activities that incorporate scaffolding, "nurse educators can help students find meaning by constructing learning, building in multiple perspectives, creating a context relevant to the learner's pervious knowledge, and developing an evaluation framework to guide the learners." (J. Boullosa)	Lahaie, U. D. (2008). Is nursing ready for webquests? [Electronic version].Journal of Nursing Education, 47(12), 567-570.
ARCS Model	This article states the ARCS model and how it realtes to motivation of the learner and how E-learning fits within the ARCS model. With the ARCS model in place the author states interventions that helped students with e-learning design. (Y. Ponce)	Suzuki, Katsuaki and Keller, M. John (2004). Learner motivation and E-Learning design: a multinationally validated process. Journal of Education Media, 29 (3), 229-239.
Schema Theory	The author discusses the nature of inquiry and problem solving, which engage students in a "conceptual shift" that aids their perception as they develop new schemas. Throughout this process students reflect on their understanding, which is paralleled in a WebQuest. However, the author indicates that a WebQuest should not be used in isolation, but instead, it should be used in a larged conceptual context. (B. Flores)	Young, D. and Wilson, B. (2002). WebQuests for reflection and conceptual change: Variations on a popular model for guided inquiry.
Cognitive Scaffolding	This study researchers how effective Webquests are for 5th graders in requiring them to seek information from a form of higher order technology. It suggests that using Webquests for promoting learning and conducting activities were fun as well as interesting. The study also points out how using a Webquest requires students to pick out or choose information from various sites and analyze which information is most beneficial to their activity. (A. Martin)	MacGregor, S. K., & Lou, Y. (2004). WebQuesting: Influence of Task Structure and Web Site Design on Learning. NECC, New Orleans, LA. Available from http://www.iste.org/Content/NavigationMenu/Research/NECC_ Research_Paper_Archives/NECC_2004/Macgregor-Kim-NECC04.pdf.
Constructivism	The article discusses the use of Webquests in an online course for nursing students. The goal was to engage all students in the learning process regardless of their technological abilities. It also allowed for various learning outcomes with only one assignment. (A. Martin)	Burchum, J. L. R., Russell, C. K., Likes, W., Adymy, C., Britt, T., Driscoll, C., Graff, J. C., & S. R. Jacob. (2007). Confronting challenges in online teaching: The WebQuest solution. MERLOT Journal of Online Learning and Teaching, 3 (1). Available at http://jolt.merlot.org/vol3no1/burchum.htm.
Authentic Assessment	In this article March suggests that in order for a webquest to be successful its assessment needs to be meaningful to the learner. The final product needs to be constructed by the learner. The final product should show the "transformation" process. In other words the learner was able to apply what they learned and then construct a product from their knowledge, not just repeat what they learned. (D. Garcia)	March, T. (2003). What webquests are (Really).http://bestwebquests.com/what_webquests_are.asp.
Collaboration	In this article the researches found that collaboration is very useful for higher order thinking in webquest. They suggest that learners should have opportunities throughout the webquest to collaborate. Their research indicated that if collaboration occurs within the webquest, then it is more likely that the students will be more engaged and prone to use higher order thinking skills. (D. Garcia)	llan, J., & Street, M. (2007). The quest for deeper learning: an investigation into the impact of a knowledge-pooling WebQuest in primary initial teacher training. British Journal of Educational Technology, 38 (6), 1102 – 1112.
Differentiated Instruction	The article, entitled" Webquests: Tools for Differentiation", discusses the benefits to teachers of incorporating webquests when promoting and structuring differentiated classroom learning environments, especially for gifted students; due to their hightened intellectual and creative capabilities. The article also includes tips on how to create a webquest, keeping these unique learners in mind.(M.Stewart)	Schweizer, H. & Kossow, B. (2007). Webquests: Tools for Differentiation.Gifted Child Today, 30, (1), 29-35.

Suggested Resources:

Research about WebQuests

Allan, J., & Street, M. (2007). The quest for deeper learning: an investigation into the impact of a knowledge-pooling WebQuest in primary initial teacher training. British Journal of Educational Technology, 38 (6), 1102 – 1112.

Burchum, J. L. R., Russell, C. K., Likes, W., Adymy, C., Britt, T., Driscoll, C., Graff, J. C., & S. R. Jacob. (2007). Confronting challenges in online teaching: The WebQuest solution. MERLOT Journal of Online Learning and Teaching, 3 (1). Available at http://jolt.merlot.org/vol3no1/burchum.htm.

Ikpeze, C. H., & Fenice B. Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. The Reading Teacher, 60 (7), 644–654.

Lara, S., & Repáraz, C. (2008). Effectiveness of cooperative learning: WebQuest as a tool to produce scientific videos. Recent Research Developments in Learning Technologies. Available at http://www.formatex.org/micte2005/294.pdf.

MacGregor, S. K., & Lou, Y. (2004). WebQuesting: Influence of Task Structure and Web Site Design on Learning. NECC, New Orleans, LA. Available from http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2004/Macgregor-Kim-NECC04.pdf.

March, T. (2003). What webquests are (Really).

Strickland, J., & Nazzal, A. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5 (2). Available from http://www.citejournal.org/vol5/iss2/socialstudies/article1.cfm

Wui, L. S., & Rohaida Mohd. S. (2008).An evaluation of a nutrition WebQuest: The Malaysian experience. Eurasia Journal of Mathematics, Science & Technology Education, 4 (2),99-108. Available from http://www.ejmste.com/v4n2/Eurasia_v4n2_Wui.pdf

Young, D.L., & Wilson, B. G. (2002). WebQuests for reflection and conceptual change: Variations on a popular model for guided inquiry.

Zheng, R. Stucky, B. McAlack, Matt; Menchaca, Mike; Stoddart, Sue. (2005). WebQuest learning as perceived by higher-education. TechTrends: Linking Research & Practice to Improve Learning, 49 (4) 41 -49. Available from http://www.u.arizona.edu/~sakoi/webquest%20learning%20as%20perceived%20by%20higer-education%20learners.pdf

Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2004). WebQuest learning as perceived by higher-education learners.