What Does 25 years of WebQuest Research Tell Us?
Abstract: The WebQuest model appeared on the scene in the early days of the Web (Dodge, 1995). Since then it has been embraced by hundreds of teacher preparation programs and individual teachers around the world. The popularity of the format was driven by many factors but research support for its efficacy was not one of them. Abbit & Ophus (2008) reviewed the literature as it stood in 2008, a dozen years after WebQuests began to be deployed. They reported a lack of quality research studies of the format. That description of the situation has continued to be echoed in the literature review sections of countless theses and dissertations in the years that followed. The purpose of this paper is to examine the WebQuest literature as it stands today. This review is limited to data-based articles examining the impact of WebQuests on learning. It excludes case studies, tutorials or advice about creating WebQuests, studies of student or teacher attitudes, and papers promoting the use of WebQuests. It is intended to paint a broad picture based on a sampling of published articles but is not all-inclusive.
Presider: Lesley Farmer, California St. University Long Beach