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A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

INTRODUCTION Pedagogy: The most important aspect of infusing technology in the curriculum is pedagogy. When implementing the pedagogical competencies for infusing technology, the local context and the individual approach of the teacher linked with that of their subject discipline must be paramount. Teachers move through stages as they adopt ICTs. Initially, the teacher adopting technology applies it simply as a substitute for current teaching practice where technology is not used (e.g., teacher lecture becomes electronic presentation supporting lecture, students writing papers by hand become students writing papers using a word processor, course syllabus on paper becomes course syllabus online). The adaptation of ICTs by teachers should (and does) challenge and support changes in teaching practice, building upon individual pedagogic expertise. As teachers’ pedagogical practices with new technologies continue to develop, and organizational support and access to ICTs grow, it becomes possible to move beyond the adaptation of ICT applications that fit with existing practice. Transformation of the educational process will start to emerge and may move toward more student-centered learning environments. In summary, as professional teachers educators continually develop their pedagogical use of ICTs to support learning, teaching, and curriculum development, including assessment of learners and the evaluation of teaching, they will: demonstrate understanding of the opportunities and implications of the uses of ICTs for learning and teaching in the curriculum context; plan, implement, and manage learning and teaching in open and flexible learning environments; assess and evaluate learning and teaching in open and flexible learning environments. (SITE 2002,p.41-42). Regarding the necessity to facilitate the learning process as ultimate purpose in any ICT-based environment, recent theories related to learning and educational psychology should be considered. It becomes more important when education has not any access to target e-learners. Virtual University and e-learning centers provide opportunities for e-learners to learn at their own paced and their learning style. We therefore introduce these two styles of learning; Synchronous learning is online or distance education that happens in real time, often with a set class schedule and required login times. Asynchronous learning does not require real-time interaction; instead, content is available online for students to access when it best suits their schedules, and assignments are completed to deadlines. Programs can also use a hybrid learning model, which includes a blend of both formats (https://thebestschools.org/magazine/synchronous-vs-asynchronous-education/).

Structure

A WebQuest has 5 essential parts: introduction, task, process, resources, evaluation, and conclusion. The original paper on WebQuests had a component called guidance instead of evaluation.

Task 1 Academic performance is multidimensional variable which might be affected by internal and external classroom factors so the authors assumed the different learning style as a determiner of classroom factor in relation to the different academic performance groups. (Anderson, Krathwohl, & Bloom, 2001; Semper, 2008). Researchers are eager to assess the learning styles of e-learners in different modes of e-learning and their academic performance. Thus, researchers evaluated whether there is any significant difference between successful academic performance groups and particular learning styles in the mode of synchronous and asynchronous e-learning or not. Objectives of the study • To determine learning styles of synchronous and asynchronous e-learners • To compare learning styles of synchronous and asynchronous e-learners based on their academic performance groups • To compare learning styles of synchronous and asynchronous e-learners Research questions • What are preferred learning styles of synchronous and asynchronous e-learners? • Is there any significant difference in learning styles within different academic performance groups of synchronous e-learners? • Is there any significant difference in learning styles within different academic performance groups of asynchronous e-learners? Is there any significant difference in learning styles of synchronous and asynchronous e-learners? Methodology of the research Researchers used survey method for description of the learning styles while; researchers used casual-comparative method in order to compare the learning styles of synchronous and asynchronous e-learners based on their academic performance. • Sampling and sample: The researchers regarding the two modes of virtual learners (Synchronous & Asynchronous) and by Synchronous or Asynchronous e-learner test selected 388 Synchronous and 343 Asynchronous e-learners from six virtual campuses which were confined in Tehran. The total sample size for the study includes 731 e-learners. Reliability of the research tools Conducting a pilot study in this study was necessary because the authors have used different tools such as e-instrument. To assess the above mentioned purposes, doing a pilot study was essential. The researchers have conducted the instrument among 37 virtual students and Cronbach’s alpha through test-retest design during three weeks was found a= 0.752. Statistical tools The authors used nonparametric statistical tools considering some criterions. Finally, researchers compared preferred learning styles in mode of synchronous and asynchronous learning along with comparing on the basis of different academic performance groups. Results of the study Finally, synchronous e-learning, most of the students preferred Assimilating while, Diverging was preferred as the second. Asynchronous e-learning, e-learners mostly preferred Converging learning style while, Assimilating, Diverging and Accommodating were preferred as their learning style preferences subsequently.. Conclusion Asynchronous students prefer solving their problem and finding solution for issues, the problems and deciding about them in decision making process. Researchers recommend to facilitate learning process in mode of synchronous e-learning through providing interactive synchronous tutorials concepts, theory and analytical models, individualized learning projects that includes personal reflections on assigned readings, Synchronous chat tools, e-face to face communicate with instructors as coach or helper.

Task 2 Synchronous and asynchronous e-learning Online learning due to the use of advanced and sensitive tools enables the e-learners to apply those tools which are adapt to their individual preferences. This (personalized the learning environment) is a process that any modern educational theories have emphasized on it. Today, the preferred learning style is as one of the most important criteria for recognizing any individual differences in learning process which have been considered for adaptability. Sabine Graf (2007) has mentioned this as a necessity and stated that adaptability includes all facilities to customize the system for the needs of the educational institutions (Graf, 2007). Methods of providing e-content in an online classroom, instructors, learners, interactive tools, modes of interaction and many other factors in online learning modes are classified into two modes including synchronous and asynchronous e-learning. This part focuses on the mentioned modes and some concerned issues. Synchronous e-learning have been expanded due to proven demands in various eras such as education. In the online educational environment, there is no physical meeting. Synchronous and Asynchronous learning tools, such as threaded discussions, instant messaging and blogs, play an important role in humanizing online courses by replicating the classroom experience of information exchange and social construct, not just between learners and instructors but among the learners as well. People might just know it by reference to a particular vendor, tool or software program that enables the creation and delivery of synchronous e-Learning. Synchronous e-learning is live, real-time (and usually scheduled), facilitated instruction and learning-oriented interaction. In this type of learning, learning experiences are live and real-time. The roots of synchronous e-learning are derived from three main influences: the classroom, the media, and the conference (Clark et al., 2007). Several 132 Mehdi Mehri Shahabadi and Megha Uplane / Procedia - Social and Behavioral Sciences 176 ( 2015 ) 129 – 138 researchers provide a comprehensive definition of the synchronous e-learning which is unanimous and it must include two components. They are interactions and time. Khan (2006) on the basis of these components defines Synchronous e-learning as “Interact of participants with an instructor via the Web in real time” (Khan, 2006). Asynchronous online learning is defined variously due to some components, its nature and facilities that are common in some characteristics. On the other hand, one of the popular definitions that focus on the components of asynchronous e-learning introduced it as “an interactive learning community that is not limited by time, place or the constraints of a classroom”(Mayadas, 1997). Asynchronous e-learning is similar to synchronous e-learning which is a learner-centred process which uses online learning resources to facilitate information sharing regardless of the constraints of time and place among a network of people. Asynchronous e-learning takes advantage of computer-mediated communication (CMC) to achieve the promises of learning “anytime and anywhere” through asynchronous online discussions. Asynchronous e-learning is on the basis of constructivist theory, a learner-centred approach that emphasize on the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus or regular education, distance education and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous e-learning network. The conditions and factors driving the Asynchronous e-learning are different so, this method is defined by another component. Khan (2006) on the basis of these components mentioned that “Asynchronous learning refers to instruction that is not constrained by geography or time” (Khan, 2005).

Task 3 In my school I would prefer Synchronous e-learning because most of the students preferred Assimilating (Think and watch) while the teacher is presenting concept, Diverging (Feel and watch) while the teacher is demonstrating the concepts and lastly, Converging (Think and do) and from the assigned activities.

Process

The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations.

Resources

The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students.

Evaluation

The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.

Conclusion

Elaborate e-Pedagogy has positive impact of students’ life. Students not only will expand their knowledge base, but also will understand how to use that knowledge in authentic and relevant real-world scenarios and contexts, as well as connect concepts from lessons with situations in their own lives. They can draw on their own cultural knowledge as well, to come up with unique and personalized thoughts and opinions. Concrete evidence, facts, and data, are combined with the exploration of cultural differences of others to further expand knowledge, allowing the student to reflect more objectively on new concepts, and open their minds to different approaches (Christine Persaud, March 1, 2019).

Use in education

Webquests can be a valuable addition to a collaborative classroom. One of the goals is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. This is a goal of the American educational system's Common Core and many new American state standards for public education. Since most webquests are done in small collaborative groups, they can foster cooperative learning and collaborative activities. Students will often be assigned roles, allowing them to roleplay in different positions, and learn how to deal with conflict within the group.

Webquests can be a versatile tool for teaching students. They can be used to introduce new knowledge, to deepen knowledge, or to allow students to test hypotheses as part of a final interaction with knowledge. The integration of computers and the Internet also increase students’ competency with technology. By having specific task lists, students can stay on task. By having specific sources of information, students can focus on using resources to answer questions rather than vetting resources to use which is a different skill altogether.

In inclusive classrooms (classrooms that have students of varying exceptionalities interacting such as learning disabled, language impaired, or giftedness) tasks can be differentiated to a skill level or collaborative groups for the same level of task. A skill level may have students with learning disabilities working on a basic task to meet the minimum standard of learning skills and gifted students pushing their task to the higher end of the learning skill. More commonly, groups are composed of learners of all skill levels and completing the same level of task. This is typically easier because the teacher is only creating one webquest, but can cause less student interaction from lower students and less learning from higher students.

Limitations of WebQuests

WebQuests are only one tool in a teacher's toolboxes. They are not appropriate to every learning goal. In particular, they are weak in teaching factual total recall, simple procedures, and definitions.

WebQuests also usually require good reading skills, so are not appropriate to the youngest classrooms or to students with language and reading difficulties without accommodations. One might ask an adult to assist with the reading or use screen-reading technologies, such as VoiceOver or Jaws.

How WebQuests are developed

Learners typically complete WebQuests as cooperative groups. Each learner within a group can be given a "role," or specific area to research. WebQuests may take the form of role-playing scenarios, where students take on the personas of professional researchers or historical figures.

A teacher can search for WebQuests on a particular topic or they can develop their own using a web editor like Microsoft FrontPage or Adobe Dreamweaver. This tool allows learners to complete various tasks using other cognitive toolsboxes (e.g. Microsoft Word, PowerPoint, Access, Excel, and Publisher). With the focus of education increasingly being turned to differentiated instruction, teachers are using WebQuests more frequently. WebQuests also help to address the different learning styles of each students. The number of activities associated with a WebQuest can reach almost any student.

WebQuests may be created by anyone; typically they are developed by educators. The first part of a WebQuest is the introduction. This describes the WebQuest and gives the purpose of the activity. The next part describes what students will do. Then is a list of what to do and how to do it. There is usually a list of links to follow to complete the activity.

Finally, WebQuests do not have to be developed as a true web site. They may be developed and implemented using lower threshold (less demanding) technologies, (e.g. they may be saved as a word document on a local computer).

Many Webquests are being developed by college students across the United States as a requirement for their k-12 planning e-portfolio.

Developments in WebQuest methodologies

The WebQuest methodology has been transferred to language learning in the 3D virtual world Second Life to create a more immersive and interactive experience.

Tools

WebQuests are simple webpages, and they can be built with any software that allows you to create websites. Tech-savvy users can develop HTML in Notepad or Notepad++, while others will want to use the templates available in word processing suites like Microsoft Word and OpenOffice. More advanced web development software, like Dreamweaver and FrontPage, will give you the most control over the design of your webquest. Webquest templates allow educators to get a jump start on the development of WebQuest by providing a pre-designed format which generally can be easily edited. These templates are categorized as "Framed" or "Unframed," and they can have a navigation bar at the top, bottom, left, or right of the content.

There are several websites that are specifically geared towards creating webquests. Questgarden, Zunal, and Teacherweb all allow teachers to create accounts, and these websites walk them through the process of creating a webquest. OpenWebQuest is a similar service, although it is based in Greece and much of the website is in Greek. These websites offer little control over design, but they make the creation process very simple and straightforward.

Alternatively, teachers can use one of a number of free website services to create their own website and structure it as a webquest. Wordpress and Edublogs both allow users to create free blogs, and navigation menus can be created to string a series of pages into a webquest. This option offers a greater deal of flexibility than pre-made webquests, but it requires a little more technical know-how.

References

1. "WebQuest.org". Department of Educational Technology, San Diego State University. 2008. Retrieved 2012-03-13.
2. ^ "What are the essential parts of a WebQuest?". Concept to Classroom Workshop: Webquests. Educational Broadcasting Corporation. 2004. Retrieved 13 March 2012.
3. Dodge, Bernie (1995). "Some Thoughts About WebQuests". Distance-Educator.com. Retrieved 13 March 2012.
4. ^ "What are some critical perspectives?". Concept to Classroom Workshop: WebQuests. Educational Broadcasting Corporation. 2004. Retrieved 13 March 2012.
5. Vickers, Howard (2007-10-15). "SurReal Quests: Enriched, purposeful language learning in Second Life". The Knowledge Tree. Retrieved 2007-12-05.
6. "webquest.sdsu.edu". webquest.sdsu.edu. Retrieved 2012-02-21.
7. "www.educationaltechnology.ca". www.educationaltechnology.ca. 2004-07-23. Retrieved 2012-02-21.
8. "www.listofwebquests.com". Retrieved 2013-01-06.

Further reading

• Dodge, B. (1995a). "Some thoughts about Webquests". retrieved November 16, 2007 from About WebQuests at webquest.sdsu.edu.
• Dodge, B. (1995b). "WebQuests: A technique for Internet-based learning". Distance Educator, 1(2), 10–13.

Further reading

• WebQuest.org, Bernie Dodge's WebQuest site.
• OpenWebQuest platform, Open source webquest platform (in Greek).
• Questgarden.com, QuestGarden, by Bernie Dodge.
• Create a WebQuest at createwebquest.com.
• eric.ed.gov, education search engine.
• WebQuest at Discovery School website
• Online Webquest Generator developed by University of Alicante.
• MHSebQuests at eduscapes.com.
• HSWebQuest at aacps.org.
• Zunal.Com, Zunal Free WebQuest Application and Hosting, by Zafer Unal.
• Webquest.es, Free WebQuest Application and Hosting with drupal, by Silvia Martinez.
• Webkwestie.nl, Dé Nederlandsetalige website voor WebQuests, opgezet door John Demmers.

• Educational technology
• World Wide Web